UC-NRLF 


r       n  1        -I  n  fj 


■ 


UANG«;  L'BRARY  OF  EDUCATION 

lINiVf-RSITV  OF  CAUFOHN1* 
"    BERKELEY.  CAUFOftN*-*. 


m 


By 


Bjiiii:  BYKOil  DaVIo 


A.B.    (Univeraity  of  California)    Dec.    1919 


TMj2i^I;j 


Submitted  in  partial  satisfaction  of  the  requirements  for    the 

degree   of 


in 

in  the 

Giiiii;UA:i?ii  DIVIuIOii 
of  the 
\miW£liiijr2Y    Ui'    UAi^i'QttUlA 


Li 


Cl 


O  1.  Owi!i*  ^ 


TABLiS  Oj?  GOWTi::aTii 


!•  IHiraODUCriGH 


Pago 


inindainon<;al  Dootrinoa  of  Seventh  Day  Adyentiste  1 
HiBtoriCfil   iiketoii:     Orgejiiaation  of  Uevanth 

Day  Adventiat  school  Work  in  Goasxal  12 
Basic  Principles  of  Seventh  Day   Adventiat   achoolB        20 

XI.  TM  iiUiiilUliJfTAHX  CJHiUUULUM 

Developxnont    of  the   iilementaxy  Currioulum  27 

Outline  of  the  iilenentary  Cuxrioulum  24 

System  of  AltexiiatiGina  26 

Belief  in  the  j^lemontary  Curriculum  36 

number   'ind.  Length  of  Hocitation  Periods  39 

The  jJleiientary  Uurrioulum  by  Grades  40 

Grades  One  and  Two  41 

Crp.de 3  Tliree  and   ?our  51 

Grades  J?ive   and    Six  59 

Grades  Seven  and   Sight  61 

General  Jxercisos  67 

Jiabits  of  Christian  Courtesy  68 

Jiabits  of  Practical  iiygiene  72 

Junior  V/ork  74 

Pronunciation  Drills  76 

Hifltory  and  Current  ^vtants  80 

Druv;ing  80 

jiusic  62 

Supoxviced  Piny  84 

III.  ILJQIODS  imPLOYJD 

In  Ungraded  Johools  86 

Mature  of  ifiduoation  88 
Present   Status  of  iidaoational  iiethod  in  Public 

Schools  93 
Present    status  of  jjducational  Method   in 

seventh  Day  Adventiat  schools  100 
Uothods  of  Teaching  Applied   to   Individual  Subjects  106 

Bible  108 

flatur  e  ^tudy  113 

Reidipp  115 

Language  118 

AritliiBQtlc  121 

Penmanship  124 

Physiology  and   iiygiene  125 

U.    S.   iiiatory  and   Civics  129 

Geogrqohy  132 

Spelling  136 


0-^ 


ci 


f  r 


Pag« 

liauumental  \iOz'k  1^7 

lit  140 

Music  142 

PhyoicaL   Oultui  e  145 

Oeaeral  iixercisoa  145 
General  Sta-oeuent  of  Differ enoee  Between 

GrtdeB  ar^.   Ungraded   ijchool  MothodiJ  147 

Heed  for    a  t^eparate  school  uyctem  149 

Taaoher   Training   Standards  152 

liormal  I'reining  in  iienior  Colleges  160 

In  Junior  Colleges  177 

In  Acac^  3  179 

Certiii. jn  of  ITe&chers  182 

V.  SCHOOL   iiOHi.   Li  ^OiUltiH   hLHlt'6 

Introductory  iitatfiment  189 
iiorth  Auerioa  Outiae   of  the    United  litateu  193 

South  America  202 

iSurope  209 

Aaia  222 

Africa  238 

Australasia  243 

VI.  CQWCLUblOil  259 


11 


Digitized  by  the  Internet  Archive 

in  2008' with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/curriculummethodOOdavirich 


Z  laZdOJiUQTlOH 

!•     Tozidaaental  Dootrinea  of  iaOTenth  ])ey  AdTentlstB. 
8«     Uistozioal  aketoh:     Oxgoniaatlon  of  seventh  Day 

AdTentlst  School  Work  in  Oeneral. 
3«     Basic  Jpjrlnolplos  of  seventh  Day  AdTantlat  ischools, 

II  TM  iiLiiltiiSSAKY  UUtixilUULUM 

!•     2)eTelopjaont  of  the  ifilefflentory  Curzlouluia 
a.     Outlliie  of  the  iilemontuzy  Curjrioulum 
b«     ^iystom  of  Altexnatlons 
o»     Helief  in  the  j^lementary  CuxriculuiB 
d«     JIUBbez  and  Length  of  Hocit&tion  feriodB 
S*     The  elementary  Guzrioulua  by  Grades 
a*     Grades  One  and  !?wo 

Heading  and  Language 

Oonstruotive  liuabers 

Bible 
b«     Grades  ^iiree  and  ifoiix 

Bible 

Manual  Arts  -  Gardening 
o.     Grades  jt>ive  and  aix 

iipelXlng»   Grade  i^ive 

Spelling,  Grade  alx 

Geography 

Aritlimetlc,   Grade  i^ive 

Arlthnetio.   Grade  aix 
d.      Grades  boven  and  i^^lght 

U.   3.  Hlutoxy 

Clvlos 

Physiology 

Moi^ual  'j^raining  (Boys) 

Uaniuil  Training  (Girls) 


iil 


•H'J:. 


*i?iO^ 


6.     General  i^ezol&es 

Habit a   of  Christian  Courtesy 
Habits  of  Pr«totloal  Hygiene 
Jiinioz  Work 
fzonunoiation  lixillB 
History  and   Current  iivento 
Drawing 
Uusic 
Supezvlsed  Play 

III.  Mi£!i!HODS  EUBLQY&Ji 

1.   In  Ungraded  bchools 

a*     iiature   of  j^ducation 

b«     fxeoent  status  of  Mucational  Method  in 

Public   buhoolB. 
o«     Present   i^tatus  of  Jdduoational  Method  in 

SeTenth  Bay  Advent  let  liohools 
d.     Methods  of  Teaching  Applied  to   Individual 
•iubjeots 

Bible 

Mature  btudy 

Heading 

Language 

Arithmetlo 

Penuanshlp 

Physiology  and  Hygiene 

U.  3.  History  and  Civics 

Geography 

impelling 

Manumental  Work 

Art 

HUBlO 

Physical  Culture 
General  iilxercises 
£•   In  Graded  bchools 

General  Statement  of  Differences  Between 
Grad&d  and  Ungraded  School  Methods 

IV.  TSACHiiiB  !CEAUIIliO 

1.  Heed  for  a  Separate  School  system 

2.  Teacher  Training  Standards 
Zm     normal  Training 

a.  In  Senior  Colleges 

b.  In  Jtmior  Colleges 

In  Academies 

iv 


likOBtr 


K 


i-f.J. 


01 


V.1. 


4.     Ceztlfloatlon  of  Toaohers 

a«  Pezzoit 

b.  '.hlrd  -  Grade  Certificate 

0.  aeoond-Grode  Ceztlfloate 

d.  ]«*irBt-(irade  Certificate 

•«  ProfeBBlonal  Oertlfioute 

f.  Life  Cortlfloatea 

g.  Accepted  Credits 

h«  Seaohers*  Certificate  Valid 

Y.  SCHOOL  WOHX  III  JfO.ufiZGH  hAMDQ 

1*  north  America  Outside  of  the  Unit«d  states 

2.  South  America 

8«  jnirope 

4.  Asia 

6.  Afyica 

6.  Auatralasla 

YI.  COtfCLUSUfG   RiSUAKKS 


tftaSt  b«i: 


•'•.jxi,««  »y 


: ';  Si  r  a.  "v  's 

te  U 

Mucational  work  everyvhexe  ie  in  a  period  of 

transition.  7hertt  are  ciany  Causes  for  this  state  of 
unrest,  some  of  the  chief  ones  being:  changed  social  and 
economic  conditions;  the  development  of  scientific  re- 
search metliods,  resulting  in  the  general  acceptance  of 
the  theory  of  evolution;  a  more  complete  knoivledge  of 
child  life  and  child  nature  as  shown  by  the  stuules  in 
child  psychology,  and  confirmed  by  scientifically  deter- 
mined mental  and  educational  tests  and  measurements;  and 
the  disclosures  of  weakness  In  the  old  systeu  of  educa- 
tion  as  revealed  by  the  findings  of  United  States  arny 
officials. 

At  no  period  of  our  national  existence  weze  so 
many  educational  experiments  bolng  carried  forward  and 
welcomed  as  at  present.  This  thesis  sets  forth  the  work 
of  a  new  system  of  education,  -  a  new  experiment.   It  is 
presented  cheerfully  because  few  are  acquainted  with  the 
work  of  iieventh  Day  Advent  let  schools.  ?ilth  other  ezperl- 
■ants  In  education,  all  of  which  are  being  subjected  to 
the  "acid  tost".  It  must  stand  or  fall  according  to  Its 


vi 


10 


••- 


t  — . 


Al 


0» 


01)    0I4W    OL. 


>p^f  rfir 


iv 


merits  -  or  lack  of  merit. 

Shis  thesis  aims  to  do  two  things  —  to  show  to 
what  degree  Ueventh  Day  Adventlst  schools  have  already  been 
developed,  and  to  point  out  the  chief  differences  in  cur- 
riculum and  methods  us  they  are  developed  in  those  schools, 
and  in  the  public  schools.   [The  sections  on  curriculum  and 
methods  will  aid  the  reader  to  understand  the  'second  of 
these  aims,  and  the  closing  section  on  the  work  in  foreign 
countries  gives  a  glimpse  of  this  work  as  a  world-wide 
movement. 

Many  details  of  school  work  presented  in  this 
thesis  may  sound  strange  to  the  average  reader  at  first. 
They  have,  however,  undergone  a  partial  test  by  use.   In 
,  the  main  they  have  demonstrated  their  usefulness.   The 
writer  has  been  directly  connected  with  this  system  of 
schools  since  1904,  and  has  given  much  careful  thought  and 
effort  to  aid  in  its  development.  Constructive  criticisms 
are  invited,  and  will  be  much  appreciated. 

Bert  Byron  Davis 
Berkeley,  California. 


vii 


iij  an  uii 


fflj,  fA 


^Atttt 


..i'      \Ji\to 


Liif 


ea»6 . 


XXV 


BrBLIOGHAi'HY 


1.      BQCXKa 

Bible 

BIzzell  and  Duncan:     Present  Day  ITendenoles 

in  iiduoatlon 
Cady:     oeventh  Day  Adrantlst  Denominational  ^iohools 
Freeland:     Modern  j^llementary  School  Practice 
Zendull  and  mrick:     Uoit  to  ITeaoh  the  jfimdamental 

subjects 
%  Painter :     History  of  iiducation 

Bapoor :     Teaching  the  iiilementary  bohool  subjects 
White:     iiiducation 

:     Counsels  to   Touchers  arid  L^tudents 

S.      BULLJSglHd  AMD  MUVALii 

Australasian  J^Sducation  iJanual 

Ellanentary  school  I^anual 

Howell:      Gxaiomar  i^nual 

Fourteenth  Year   Book  of  the  national  society  for 

the  atudy  of  i^duoation 
Seventh  Day  Adventist  Year   Book  (1920) 

Seventh  Day  Adventist  iilduoation  Bulletin  Ko.   12  (Hevised) 
Seventh  Day  Adventist  iilduoation  Bulletin  Uo,   10 

3,      SCHOOL  CALBJJtDAiiS 

Australasian  Missionary  College 

Cedar  Lake  Academy 

iiiastern  Canadian  ^.^Issionary  oeninary 

iilnmanuel  Missionary  College 

Lancaster   Jimior  College 

Lodl  Aoadexay 

Pacific   Union  College 

Philippine  seventh  Day  Adventist  Academy 

San  j^ernando  Academy 

South  Western  Junior  College 

Stanbozough  College 

Union  College 

Walla  Walla  College 

Washington  iUssionary  College 


viii 


lot  NJ^ 


TCBO: 


filllafflsdale  Academy 

4.      MiaCKLLAUjiUUS 

Personal  Letters 
Red  Cross  Magazine 
iiaTicw  and  Herald   (Weekly) 
Rugh:     Lecture  iilotes 


ix 


YJBK 


rijtv 


v» 


OAA 

"THbJ  CUIUilCULUU,  MiiTiiODii ,  AUD   SiiACHii^i 

IH2ii0J)UCTX0ii 

1,   fundamental  Poctjclnee  of  aeTenth  pay  AdyentlBte. 

::ieventh  Pay  Adveutists  as  a  denomination  hold 
certain  religious  Ylews  not  iield  in  coamon  with  other 
Pxotestant  ohiurchos,  ]fox   this  reason  a  tzlet   statement  of 
these  views  is  really  neoessury  in  order  that  the  school 
system  operated  by  them  for  the  purpose  of  training  their 
children  to  believe  these  views  loay  be  understood  and  ap- 
preciated,  ^uoh  a  statement  was  prepared  by  the  late  Uriah 
Smith  under  the  caption,  j^'undamental  Principles  of  seventh 
Pay  Adventists.   This  statement  follows: 

"Seventh-day  Adventists  have  no  creed  but  the  Bible; 
but  tney  hold  to  certain  well-defined  points  of  fiiith,  for 
which  they  feel  prepared  to  give  a  reason  'to  every  man 
that  asketh*  them.   2he  following  propositions  may  be  taken 
as  a  siuonary  of  the  principal  features  of  their  religious 
faith,  upon  which  there  is,  so  far  as  is  lOiown,  entire  una- 
nimity throughout  the  body.   IThey  believe  :- 
1.   That  there  is  one  God,  a  personal,  spiritual  being,  the 
Creator  of  all  things,  omnipotent,  omniscient,  and  eternal; 


A  SSS  '00% 


.'i-ionofl  *3   a. J) 


lO    .:■- 

\-.\'*  •  ■  '.-   luiia  fi  ao^'A^ 

Xo^ 

Tte^«c  fl. 

-■.     'aHOCXlIT    9i 

"Ha   . 

;..                 JU^iJ   J    .    .            ..•             .          : 

ABi 

AttlB. 

;«Xcfi<l  »'  de«xo  on  erii 

tot      ,  •     'TO     K 


-£;- 


infinite  in  wisdom,  holiness.  Justice,  goodness,  truth,  and 
mercy;  unchangeable,  and  everywhere  present  by  his  repre- 
sentative, the  Koly  iipirit.  Ps,  139:7. 
2.   That  the^e  is  one  Lord  Jesus  Christ,  the  3on  of  the 
iSternal  Father,  the  one  by  whom  he  created  all  things,  and 
by  whom  they  do  consist;  that  he  took  on  him  the  nature  of 
the  seed  of  Abraham  for  the  redemption  of  our  fallen  race; 
that  he  dwelt  among  men,  full  of  graoe  and  truth,  lived 
our  example,  died  our  sacrifice,  was  raised  for  our  Justi- 
fication, ascended  on  high  to  be  uur  only  LiOdiator  in  the 
sanctuary  in  heaven,  where  throixgh  the  merits  of  his  shed 
blood,  he  secures  the  pardon  and  forgiveness  of  the  sins  of 
all  those  who  persistently  come  to  him;  and  as  the  closing 
portion  of  ills  work  as  priest,  before  he  takes  lib   throne 
as  king,  he  will  meike  the  great  atonement  for  the  sins  of 
all  such,  and  thoir   Ins  will  then  be  blotted  out  (Acts  b:19) 
and  borne  away  from  the  sanctuary,  as  shown  in  the  service 
of  the  Levltical  priesthood,  which  foreshadowed  and  pre- 
figures the  ministry  of  u  r  Lord  in  heaven.   See  Leviticus  16; 

Heb.  8:4,5;  9:6,7. 

T  bcln.r- 

2.   Shat  the  Holy  iicriptures  of  the  Old  and  heir   Testaments 
were  given  by  inspiration  of  Good,  contain  a  full  revelation 
of  his  will  to  man,  and  are  the  only  infallible  rule  of 
faith  and  pr  not  ice. 


mitnt 


•iU  to  act 

baa  ,«■-,. 


B 


ft: 


sJf-t- 


iU;4    i* 


^a/   tj:, 


•w'jcaxittu  jt. 


XiTi  e. 


«f- 


-8- 


4.  That  taptiBzn  la  an  oxdinance  of  the  Christian  chuxoh, 
to  follow  faith  and  repentance,  -  an  ordinance  by  which 
we  commemorate  the  resurrection  of  Christ,  as  by  this  sot 
we  show  oui  itilth  in  his  burial  and  resurrection,  and 
through  that,  in  the  resurrection  of  all  the  saints  at 
the  last  day;  and  that  no  other  mode  more  fitly  represents 
these  facts  than  that  which  the  Soriptures  prescribe, 
namely,  ImmerBion.  Horn.  6:2-5;  Col.  2:12. 

5.  Zhat  the  new  birth  comprises  the  entire  change  necessary 
to  fit  us  for  the  kingdom  of  God,  and  consists  of  two  parts: 
First,  a  moral  change  wrought  by  conversion  and  a  Christian 
life  (John  5:3);  second,  a  physical  change  at  the  second 
coming  of  Christ,  whereby,  i^  dead,  we  are  raised  incor- 
ruptible, and  if  living,  are  clianged  to  imfflortallty  in  a 
moment,  in  the  twinkling  of  an  eye.   Luke  20:36;  1  Cor.  15: 
51,  52. 

6.  That  prophecy  is  a  part  of  God's  revelation  to  man; 
that  it  is  included  in  that  iiorlpture  which  is  profitable 
for  instruction  (2  Tim.  3:16);  that  it  is  designed  for  us 
and  our  Children  (l>eut.  29:29);  that  so  far  from  being 
shrouded  In  Impenetrable  mystery,  it  Is  tlxat  which  especially 
constitutes  the  word  of  GrOd  a  lamp  to  our  feet  and  a  light 

to  our  path  (Js.  119:105;  2  Peter  1:19);  that  a  blessing  ^ 
Is  pronounced  upon  those  who  study  it  {Her.   1:  1-3);  and 


ii\   OS 


as 


Xx&mH9ona  mr- 


jliixviuiJUtv 


•   w«X  «     ^ 


»Hn^f 


\i     ;(e-I    :X    .Tt. 


that,  ooneequently,  it  ie  to  be  understood  by  the  people  of  , 
God  Bufficiently  to  show  them  their  position  in  the  world's 
history  and  the  speoial  duties  required  at  their  nands* 

7.  That  the  world's  history  from  specified  dates  in  the 
past,  the  rise  and  fall  of  empires,  and  the  chronological 
succession  of  events  down  to  the  sotting  up  of  God's  erer- 
lastlng  kingdom  are  outlined  in  numerous  great  chains  of 
prophecy;  and  that  these  prophecies  are  now  all  fulfillsd 
except  the  cloving  scenes. 

8.  That  the  doctrine  of  the  world's  conversion  and  a 
temporal  millenium  is  a  fable  of  these  last  days,  calculated 
to  lull  men  jnto  a  state  of  carnal  security,  and  cause  them 
to  be  overtaken  by  the  great  day  of  the  Lord  as  a  thief  in 
the  night  (  1  These.  5:5);  that  the  seoond  coning  of  Christ 
is  to  precede,  not  follow,  the  millenium;  for  until  the  Lord 
appears,  the  papal  power,  with  all  its  abominations,  is  to 
oohtinue  (2  Thess.  <2:ti),  the  wheat  and  the  tares  grow  to- 
gether (liatt.  13:S9,20,::9),  and  evil  men  and  sedncers  wax 
worse  and  worse,  as  the  word  of  God  declares. (2  Tim.  5:1,  15.) 

9.  That  the  mistake  of  Adventists  in  1844  pei  tained  to  the 
nature  of  the  event  tiien  to  transpire,  not  to  the  time;  that 
BO  prophetic  period  is  given  to  reach  to  the  seoond  advent, 
but  that  the  longest  one,  the  two  thousand  and  three  hundred 
days  of  Dan.  8:14,  terminated  in  1844,  and  broxight  us  to  an 
event  called  the  cleansing  of  the  sanctuary. 


*i    i: 


-X»V 


60^ 

at»rfi 


-^iJ     Mi'«l^    iiti 


t*ii«i    ii^    S 


o\<5  hoji  ,a; 


«f 


-6- 


10.  That  the  saaotuary  of  the  new  oovenant  is  the  tabernaole 
of  God  in  heaven,  of  which  Paul  apeaks  in  Hebrews  8  and  oa- 
ward,  and  T>f  which  our  Lord,  as  great  high  priest,  is  minister; 
that  this  sanctuary  la  the  antitype  of  the  Mosaio  tabernacle, 
and  that  the  priestly  work  of  our  Lord,  connected  therewith, 

IB  the  antitype  of  the  work  of  the  Jewish  priests  of  the 
former  dispensation  (Heb,  8:  1-5,  etc);  that  this,  and  not 
the  earth,  is  the  sanctuary  to  be  cleansed  at  the  end  of 
the  two  thousand  and  three  hundred  days,  what  is  termed  its 
cleansing  being  in  tr^is  case,  as  in  the  type,  simpiy  the 
entrance  of  the  priest  into  the  most  holy  place,  to  finish 
tjhe  round  of  serTice  connected  therewith  by  making  the  atone- 
ilient  and  removing  from  the  sanctuary  the  uins  of  believers 
(Acts  S;19),  and  occupies  a  brief  but  Indefinite  space  in 
the  first  apartment  (Lovlticus  15;  Heb.  9:S£,  2i3);  and  that 
this  work  in  the  antitypa,  beginning  in  1844,  consists  in 
actually  blotting  out  the  ains  of  believers  (Acts  4:19), 
and  occupies  a  brief  but  indefinite  space  of  time,  at  the 
conclusion  of  which  the  work  of  nercy  for  the  world  will  be 
^iniohed,  and  the  second  advent  of  Clirist  will  take  place. 

11.  That  God's  moral  requirements  are  the  saiae  upon  all 
men  in  all  dispensations;  t/iat  there  are  siunmarlly  con- 
tained in  the  oommandments  spdken  by  Jehovah  from  binai). 

engraven  on  the  tables  of  stone,  and  deposited  in  the  axk, 
wlii'Oh  was  in  consequence  called  the  "ark  of  the  covenant", 

V 


.  c  -ja.^ii   »i. 


^o 


f  ftn.e 


■  UfcyiCJ. 


ifi,t     J^J 


9i)Q 


XJ.AJ      i. 


8t£U> 


-6- 


ox  testament  (Hum.  10:00;  Uel>.  9:4,  etc);  that  this  law  ie 
imnutable  and  perpetual,  being  a  transozlpt  of  the  tables 
deposited  In  the  ark  In  the  true  sanctuary  on  high,  which 
is  also,  for  the  same  reason,  called  the  ark  of  God's 
testament;  for  under  the  sounding  of  the  seventh  trumpet 
we  are  told  that  *the  teiuple  of  God  was  opened  In  heaven, 
and  there  was  seen  In  his  temple  the  ark  of  his  testament '• 
Sev.  11:19 

12,   That  the  fourth  commandment  of  this  law  required  that 
we  devote  the  seventh  day  of  each  week,  cozomonly  called 
Saturday,  to  abstinence  from  our  own  labor,  and  to  th« 
performance  of  sacred  and  religious  duties;  that  this  la 
the  only  weekly  sabbath  known  to  the  Bible,  being  the  day 
that  was  set  apart  before  Paradise  was  lost  (Gen.  2:2,2), 
and  wliich  will  be  observed  in  FarHftiso  restored  ( Isa.  66: 
22,23)  ;  that  the  facta  upon  which  the  babbath  Institution 
is  based  confine  it  to  the  seventh  day,  as  they  are  not 
true  of  aoy  other  day,  and  that  the  terms  Jewish  sabbath, 
as  applied  to  the  seventh  day,  and  Christian  sabbath,  as 
applied  to  the  first  day  of  the  week,  are  names  of  human 
invention,  unscriptural  in  fact,  and  false  in  meaning, 
15.   That  as  the  nan  of  sin,  the  papacy,  has  thought  to 
change  times  and  laws  (the  law  of  God,  Dem,   7:26),  and 
has  misled  almost  all  Christendom  in  repard  to  the  fourth 


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commandment,  we  find  a  prophecy  of  lefozm  la  this  zespeot 
to  be  wrought  euaong  believers  juet  before  the  comliig  of 
Christ.  Xsa.  66:  1,E;  X  Pet.  1:6;  Hot.  14:12,  etc. 

14.  That  the  followers  of  Christ  should  be  a  peculiar 
people,  not  following  the  aaximB,  nor  conforming  to  the 
ways  of  the  world;  not  loving  its  pleaBures  nor  counten- 
ancing its  follies;  inasmuch  as  the  apostle  says  that 
'whosoever  therefore  will  be'  in  this  sense,  'a  friend 
of  the  world  is  the  enemy  of  God'  (Jas.  4:4);  and 
Christ  says  that  we  can  not  iiave  two  riiaBters,  or,  at 
the  same  time,  seyve  God  and  maumon.  Matt.  6: 224. 

15.  That  the  ^oziptures  insist  upon  plainness  and 
modesty  of  attire  as  a  prominent  mark  of  diaciple-ship 
In  those  who  profess  to  be  the  followers  of  Him  who 

was  'meek  and  lowly  in  heart';  that  the  wearing  of  gold, 
pearls,  and  coutly  array,  or  a/iything  designed  merely  to 
adorn  the  person  and  foster  the  pride  of  the  natural 
heart,  is  to  be  discarded,  according  to  suon  scriptures 
as  1  Tim.  2:  9,  10;  1  Pet.  3:  S,  4. 

16.  That  means  for  the  support  of  evangelical  work  amung 
men  should  be  contributed  from  love  to  God  find  love  of 
souls,  not  raised  by  church  letter iou,  or  occauions  de- 
signed to  contribute  to  the  fun-loving,  appetite-indulg- 
ing propensities  of  the  sinner,  such  au  fairs,  festivals , 
crazy  socials,  etc.,  which  are  a  disgrace  to  the  professed 


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chturch  of  Christ;  that  the  proportion  of  one's  income  re- 
quired in  former  dieponsations  can  be  no  less  under  the 
gospel;  that  it  is  the  some  as  Abrahast  (whose  children  we 
are,  if  we  are  Christ's.   Cal.  2:29)  paid  to  Melchisedek 
(type  of  Christ)  when  he  gave  him  a  tenth  of  all  (Heb.  7: 
1-4);  the  tithe  is  the  Lord's  (Lev»  27:30);  and  this  tenth 
of  one's  income  is  also  to  be  supplemented  by  offerings 
from  those  who  are  able,  for  the  support  of  the  gospel. 
2  Cor.  9:6;  Mai.  3:8,  JO. 

17.  That  as  the  natural  or  carnal  heart  is  at  enmity  with 
God  and  His  law,  this  enmity  can  be  subdued  only  by  a  radical 
transformation  of  the  affections,  the  exchange  of  unholy  for 
holy  principles;  that  this  trans for met ion  follows  repentance 
and  faith,  is  the  special  work  of  the  Holy  apirit,  and  ooa- 
atitutes  regeneration,  or  conversion. 

18.  '^hat  as  all  have  violated  the  law  of  Qod,  end  caanot 
of  themsolTes  render  obedience  to  his  just  requirements,  we 
are  dependent  on  Christ,  first,  for  justification  from  our 
past  offenses,  and,  secondly,  for  grace  whereby  to  render 
acceptable  obedience  to  his  holy  law  in  time  to  come. 

19.  That  the  ;ipirit  of  God  was  promised  to  manifest  itself 
in  the  church  through  certain  gifts,  enumerated  especially* 
in  1  Corinthians  12  and  iSphesians  4;  that  these  gifts  are 
not  designed  to  supersede,  or  take  the  place  of,  the  Bible, 
iflilch  is  sufficient  to  make  us  wise  unto  salvation,  any 


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more  than  the  Bible  can  take  the  place  of  the  Holy  aplxlt; 
that,  in  spQcifying  the  varioue  channels  of  its  opexationB, 
that  Spirit  has  simply  made  provision  fox  its  own  existence 
and  presence  with  the  people  of  God  to  the  end  of  time  to 
lead  to  an  understanding  of  that  word  which  it  had  inspired, 
to  convince  of  sin,  and  to  work  a  transformation  in  the 
heart  and  life;  and  that  those  who  deny  to  the  t^plrit  its 
place  and  operation,  do  plainly  deny  that  part  of  the  Bible 
which  assigns  to  it  this  work  and  position. 
80.   That  Ood,  in  accordance  with  his  uniform  dealings  with 
the  race,  sends  forth  a  proclamation  of  the  approach  of  the 
second  advent  of  Christ;  and  that  this  work  is  symbolized 
by  the  three  messages  of  Revelation  14,  the  last  one  bring- 
ing to  view  the  work  of  reform  on  the  law  of  Ood,  that  his 
people  may  acquire  a  complete  readiness  for  that  event. 
21.   !!!ljiat  the  time  of  the  cleansing  o£   tho  sanctuary  (see 
proposition  10),  synchronizing  with  the  time  of  proclama- 
tion of  the  third  message  (Rev.  14:  9,  10),  is  a  time  of 
investigative  judgment,  first,  with  reference  to  the  dead, 
and  secondly,  at  the  close  of  probation,  with  reference  to 
the  living,  to  determine  who  of  the  myriads  iiow  sleeping  in 
the  dust  of  the  earth  are  vTorthy  of  a  part  in  the  first 
resurrection,  and  who  of  its  living  multitudes  are  worthy 


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of  translation,  -  points  which  must  te   determined  before  the 
Lord  appears. 

22.   That  the  grave,  whither  we  all  tend,  expressed  by  the 
Hebrew  word  'sheol'  and  the  Greek  word  'hades',  is  a  plaoe, 
or  oondition,  in  whioh  there  is  no  work,  device,  risdoia, 
Aor  knowledge.   Jiccl.  9:10. 

gg.   That  the  state  to  which  we  are  reduced  by  death  is  one 
of  silence,  inactivity,  and  entire  unconsciousness.  Ps.  146: 
4;  iSool.  9:5,  6;  Dan.  12:£. 

24.   That  out  of  this  prison-house  of  the  grave,  mankind  are 
to  be  brought  by  a  bodily  resurrection,  the  righteous  having 
part  in  the  first  resuriection,  whioh  takes  place  at  the 
second  coining  of  Christ;  the  wicked  in  the  second  resurrec- 
tion, whioh  takes  place  in  a  thousand  years  thereafter. 
Her,  20:  4-6. 

££.   That  at  the  last  trutop,  the  living  righteous  are  to  be 
changed  im  a  moment,  in  the  twinkling  of  an  eye,  and  that  the 
risen  righteous  are  to  be  caught  up  to  neet  the  Lord  in  the 
air,  80  forever  to  be  with  the  Lovd.   1  Thess.  4:  16,  IV; 
1  Oor.  16:  51,  52. 

26.   That  these  immortalized  onos  are  then  taken  to  heaven, 
to  the  Hew  Jerusalem,  the  Father's  house,  in  which  tiiere  are 
many  manalons  (John  14:  1-3),  where  thoy  reign  with  Christ 
a  thousand  years,  judging  the  world  and  fallen  angels,  that 


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ls, apportioning  the  punishment  to  be  executed  upon  them  at 
the  close  of  tne  one  thousand  years  (Rev.  20:4;  1  Cor.  6:2,5); 
that  during  this  time  the  earth  lies  In  a  desolate,  ohaotlc 
condition  (Jer.  4:23-27),  described,  as  in  the  beginning, 
by  the  Greek  term  'abuosos'  (bottomleSB  pit,  beptuaglnt 
of  Gen.  1:2);  and  that  here  batan  is  confined  during  the 
thousand  years  (Kev.  20:  1,  2),  and  here  finally  destroyed 
(Rev.  20:10;  Mai.  4:  1);  the  theater  of  the  ruin  he  has 
wrought  in  the  unlreree  being  appropriately  made  for  a  time 
his  gloomy  prison-house,  and  then  the  place  of  his  final 
e:xeoution* 

27.  '2h&t,   at  the  end  of  the  thousand  yours  the  Lord  descends 
with  his  people  and  the  iiev   JeruBalem  (hov.  21:2),  the  wicked 
are  raised,  and  come  up  on  the  surface  of  the  yet  luurenewed 
earth,  and  gather  about  the  city,  the  camp  of  the  saints 
(HeTa  20:9),  and  fire  comes  dov/n  from  God  out  of  hearen  and 
devours  them.   ::hey  are  then  consumed  root  and  brunch  (Mal.4:l) 
becoming  as  thougii  t/iey  naa  not  been  { Obadiah  16,  16).   In 
this  everlasting  destruction  from  the  presence  of  the  Lord 
(2  Thess.  1:  9),  the  wicked  ueet  the  'everlasting  punishment* 
threatened  against  them  liiatt.  25:46),  which  Is  everlasting 
death.   Hom.  6:{J3;  itev,  20:  14,  16.   Tnis  is  the  perdition 
of  ungodly  men,  the  fire  wnlch  conaiimes  them  being  the  fire 
for  wJiich  'the  i.eavens  and  the  earth,  wriich  jure  now  .... 
are  kopt  In  atore',  wnlch  shall  melt  even  the  elements  with 


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Its  intensity,  end  purge  the  eerth  fxom  the  deepest  stains  of 
the  ciurse  of  sin,  E  i?eter  3:  7-18. 

£8.  That  new  heayene  and  a  new  oazth  shall  spring  hy  the 
power  of  God  from  the  ashes  of  t'ne  old,  and  this  renewed 
earth  with  the  DIew  Jerusalem  for  its  metropolis  and  capital 
shall  "be  the  eternal  inheritance  of  the  saints,  the  place 
where  the  righteows  shall  eyermore  dwell.  2  Peter  3:1£; 
PS.  27:11.  £9;  Matt  5;  6." 

2.  Historical  Sketch  and  Organigatlon  of  Serenth 
Day  Adventist  icnool  v;ork  In  Goneral 

Holding  as  they  do  to  the  above  stated  doctrinal 
tenete,  it  is  apparent  ijiat  seventh  Day  Adventist  childrem 
and  youth  would  in  the  public  schools  be  subjected  to  much 
instruction  that  conflicts  with  their  nooepted  denomination- 
al vieT73,   This  -rould  be  especially  tx'ue  in  ticience  and  llature 
Study  clasaes  where  the  doctrines  of  jivolution  are  stressed, 
and  in  Literature,  especially  in  the  eloraentery  grades, 
where  fiction,  fables,  and  ftiry  tales  are  clraciatized.  Be- 
cause of  the  desire  to  shield  tneir  children  from  these  and 
other  teachings  thet  seem  to  them  to  be  fsilce  and  in  ordtr 
that  their  children  may  use  the  Bible  as  a  text-book  and  be 
specifically  instructed  in  denoni national  interpretations  of 
It,  Seventh  Day  Adventists  uave  ostabliuhud  a  system  of  schools 
of  their  own. 


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The  Advent is t  movement  is  three -fold  in  Its 
nature,  -  evangelical,  medical,  educational,  ilaturally 
the  evangelical  phase  of  the  movement  was  the  first  to 
receive  attention.  2he  medical  phaae  of  the  work  was  next 
developed.  V«hy  thiu  should  have  preceded  the  educational 
phase  is  not  im own  but  such  is  the  case.  I'he  first  general 
meeting  of  iieverith  Day  Adveritieta  was  held  at  the  house  of 
a.  T.  Belden  in  1848  at  iiocky  Hill,  Connecticut.  The  first 
Bohool  was  not  established  until  about  ton  years  later. 
She  first  educational  work  done  among  iieventh  Day  Advent ist a 
was  done  by  Louise  i4.  Uorton  in  battle  Creek,  Michigan.  This 
city  had  become  the  neadquarters  of  the  denomination  and 
many  Adventists  now  resided  there.  Uiss  Morton  about  1857 
or  ;^858  conduoted  a  churchy  school  for  the  children  of  the 
Battle  Creek  church.  j>.   small  tuition  fee  was  charged  and 
the  school  thus  started  continued  v/ith  more  or  lesa  inter- 
ruption for  a  number  of  years,  being  conducted  aometimes  in 
the  church  building  and  Bometimes  in  private  houses. 

In  1866,  (2.  li.  Bell,  a  public  school  teacher  of 
ability  and  experience,  was  converted  "uo  the  Adventist  faith. 
He  urged  upon  the  leaders  of  the  denomination  the  necessity 
of  a  denominational  school,   rhis  was  necessary,  he  uaid, 
Xt   the  denomination  expected  to  hold  its  :,outh  and  to  pre- 
pare them  "to  defend  the  faith".  Accordingly,  at  the 
eloventh  session  of  the  General  Conference  lield  in  1873 


Gi    ti 


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-14- 


the  following  roBOlutions  were  adopted: 

"HeQolved»  That  we  lerard  it  as  the  irapezative  duty 
of  ^ieventh  Day  AdventiBtu  to  take  isusodlate  steps  for  the 
formation  of  an  iiduoational  ijooiety  and  the  establishment 
of  a  denominational  sohool. 

"HeBolved,  That  while  steps  should  be  taken  to  secure 
good  moral  influence  in  the  community  where  the  school  shall 
be  located,  as  a  safeguard  to  its  beBt  interests,  some  pro- 
Tision  should  also  be  made  to  guard  the  coDomunity  (as  well 
SB  the  school),  against  evil  influenoos  wnich  may  be  im- 
ported in  the  persons  of  unBanctifled  and  ungovernable 
pupils;  and  we  therefore  recommend  that  those  who  have  charge 
of  the  school  shall  require  a  certificate  from  proper  souroas, 
that  the  applicants  tot   admission  are  persons  suitable  to  b« 
received  into  the  school,  and  that  wxienever  their  course  is 
detrimental  to  the  school  or  community,  they  uaull  be  promptly 
discharged*" 

Ab  a  result  of  this,  and  other  educational  agitation. 
Battle  Creek  College  was  established,  receiving  its  Charter 
in  1875.   Btudents  came  from  all  sections  of  the  United  i^tatas 
to  attend  this  Bchool.   Its  primary  pxucpose  was  to  train 
ministers  to  assist  in  giving  the  "Vhird  Angel's  Massage"  to 
all  the  T/orld  in  this  generation,  j<'or  this  reason  the  study 
of  the  Bible  was  stressed  and  other  subjects,  Buch  as  Litera- 
ture, iiistory,  and  .science  v/exe  considered  as  supplementary. 


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A8  the  denominational  constituency  Increased  other 
schools  became  neoesaary.  IThexefoxe  in  188S  two  other  schools 
were  established,  Uealdsburg  College  in  California,  and  South 
Lancaster  Academy  In  Massachusetts.   Other  schools  followed 
these  as  follows: 

Milton  Academy  Milton,  Oregoa 

Minnesota  Conference  ochool, Minneapolis,  Minn. 


Union  College 
Walla  Walla  College 
Claremont  Union  College 
Mt.  Vernon  academy 
Graysvllle  Academy 
Keone  iicademy 


1866  I 
1888 
1891 
1892 


Lincoln,  liiebraska 

Walla  Walla,  V.'aah. 

Cape  'jJcwn,  bo,   Africa  1892 

Mt.  Yornon,  Ohio      1898 

Gray8Vil}.9,  Tenn.     1893 

Keene,  ^exas         1894 


Oakwood  Industrial  Academy  Huntsvllle,  Ala       1894 
Avondale  Academy  Cooranbong,ljI.a,¥i',  Aus,1894 

Beginning  In  1896,  a  general  denominational  interest 
was  aroused  in  the  children  and  in  elementary  education.  Ale- 
mentary  schools  (Grades  1-8)  and  intermediate  schools  (grades 
7-10)  were  osLabliahed.   As  the  public  school  system  began, 
with  higher  education  (the  university)  and  proceeded  dowmward 
step  by  step  to  the  elementary  school  grades,  so,  lilcewlse, 
hare  ;ieventh  Day  Adventlst  schools  developed  downward  step  by 
step  in  the  auc  ession  of  college,  academy,  Intoriaediate,  and 
finally,  elomontary  schools. 

From  such  a  small  begi/inlng  has  aeveloped  during 


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the  past  twenty- five  yoais  a  complete  (but  not  yet  com- 
pleted) system  of  education,  having  ent oiled  In  all  grades 
of  its  schools  approximately  40,000  students,  employing 
about  2500  teachers,  and  possessing  school  properties  and 
equipment  valued  at  nojirly  $2,500,000.   These  schools  are 
located  on  evory  continent  and  on  many  of  the  larger  islands. 
In  fact  the  educational  work  of  the  denomination  has  assumed 
such  proportions  that  it  has  been  necessary  to  create  a 
General  Department  of  iiduoation  as  a  subdivision  of  the 
General  Conference  administration.  The  iiducational  Depart- 
ment is  under  the  direct  supervision  of  a  i^ecretary  and 
Asaistunt  becrctary.  Aasociated  with  them  i^re  a  niunbor  of 
capable  assistants.  Under  tne  direct  supervision  of  the  Gen- 
et al  Kducation  Department  are  tne  Union  Conferenoe  depart- 
ments of  education,  and  under  them  the  educational  work  of 
the  local  oonferonces,  supervised  by  an  educational  superin- 
tendent. This  general  plan  of  organisation  includes  the 
educational  work  of  foreign  countries  as  v/ell  as  tnat  of  the 
United  states  and  Ctmada.  something  of  the  scope  of  the  work 
being  carried  forward  nay  be  gained  by  a  study  of  the  dutiea 
of  the  General  Education  Department.  Tiiay  are  as  follows: 
1.   Its  oap?:clty  Is  advisory  in  its  own  fiold,  in  the  same 
sense  as  the  work  of  the  General  Uonference  Committee  is 
advisory  in  the  general  field. 


-31- 


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-17- 


g.  Its  execntive  body  Is  nade  up  o^'febttt><irs  appointed  by 
the  General  Conference  Conunlttee,  and  its  work  Is  exeuutlT* 
to  the  extent  that  it  carries  out  policies  adopted  by  the 
General  Conference  or  Its  .irecutiTe  Committee  and  by  dele- 
gated educational  councils, 

a.   It  works  through  the  educational  department  of  the  union 
conferences  and  the  nlssion  fields. 

4.  The  function  of  the  department  is  to  serve  the  denomina- 
tion in  the  following  respects: 

a.   To  promote,  unify,  and  coordinate  school  interests 
of  all  kinds, 

im     To  inspect  schools  and  give  counsel  on  the  carry- 
ing out  of  adopted  policies  and  standards, 

e.  To  maintain  a  teachers'  bureau  and  assist  in  man- 
ning our  schools  with  teachers. 

0.  To  serve  as  a  oleardng  house  for  information  and 
the  exchange  of  ideas  for  the  entire  educational 
field. 

5.  In  its  operation,  the  department  deals  witk  two  distinct 
but  related  dl-viaiona  of  its  work:   (a)  field  work;  (b)  in- 
stitutional work, 

6.  In  1*8  relation  to  the  flolf»  work,  its  duties  are: 

a.  To  cooperate  with  the  union  educational  secretaries 
and  local  conforonco  educational  superintendents 
in  promoting  and  aupervising  elementary  and  inter- 
mediate schools. 


V'-f   h 


-«J 


••■ivij    ti.i~ 


:tfl'^^*^rl 


-10- 


b.   To  serve  these  eohools  by  Intezpretiug  and  apply- 
ing policies  adopted  in  our  oouncils,  in  Bupezyis- 
ing   the  formulation  of  courses  of  study,  im  th« 
adoption  of  text  books  and  supplies,  and  in  pro- 
viding for  all  kinds  of  blanks  for  reporting,  for 
record,  for  oertifioates,  and  the  like. 
7«   In  Its  relation  to  institutional  work,  its  duties  are: 
b:.  a.   To  cooperate  with  the  boards  and  faculties  in  our 

oollegoB  and  academies  in  mannizig  tiieir  schools  and 
in  developing  policies,  ooiirses  of  study,  and 
standards  adopted  in  council. 

b.  To  advise  in  all  oases  of  raising  or  lowering  the 
raak  of  a  school  in  reference  to  the  scope  of  work 
it  does. 

o.   To  supervise  the  accrediting  of  rank  of  school  to 
the  next  higher. 

d.   To  supervise  the  work  of  training  teachers,  and  of 
standardizing  institutions  and  courses  that  do  this 
training.  .mtfja 

••   To  supervise  other  distinctive  lines  of  training. 

f.   To  assist  ia  placing  the  product  of  our  schools  ia 
suitable  lines  of  service  on  leaving  school. 
0.  To   publish  our  educational  organ.  Christian  ijduoator. 
9.  To  supervioe  the  production,  publication,  and  adoption  of 
asw  text  books,  manuals,  bulletins,  and  other  educational 


,d 


baa.  ■■ 

iiaa  ^X'  ... 

•a*.  ^iiii.'O^   to  .tf 


.  Xv. 


i'..  J  «•■.*> 


."s  .a}*.  .ei^  «•« 


-ly- 


llterature.  ^>-^-   Ftrt? 

10.  To  authoriae  and  issue  life  oertificatea  to  teachexa, 

11,  To  hold  delegated  oounoile  and  conveutione  under  ad* 
Tiseiaent  of  the  General  Conference  Committee. 

1£«  To  conduct  reading  courses  for  teachers  and  for  the 
ministry. 

IS.   To  provide  examinations  for  the  certification  of  teachers, 
and  in  finishing  subjects  for  unaccredited  secondary  and  ele- 
mentary schools. 

Only  one  college  has  been  established  in  the  United 
States  since  1895,  the  Washington  Missionary  College,  Takoaa 
Park,  Washington,  D.  C.   This  school  was  established  as  a 
seminary  in  1904,  and  reorganized  as  a  college  in  1914, 

With  the  new  interest  in  elementary  school  work  has 
oome  the  educational  slogan,  "i^^very  :>eventh  Day  Adventist  boy 
and  girl  in  a  Seventh  Ds^r  Adventist  school,  and  every  studnnt 
a  worker  in  the  cause".  The  heralding  of  this  slogan  to  every 
Seventh  Day  Adventist  constituent  is  bringing  rioh  returns. 
Sohools  are  overcrowded  and  new  educational  policies  have  been 
made  necessary,   oenior  colleges,  vnich  have  usually  accom- 
modated all  students  of  secondary  grade  residing  in  the  ter- 
ritory of  the  local  conforunces  where  such  schools  nave  been 
located,  are  now  no  longer  able  to  do  so,  und  it  becomes  neo- 
oaeary  for  suoh  local  uonferencus  to  establish  separate  aoademies 


■tHO; 


n;lf' 


V^iA^iS     O-i     .^ 


^C^U 


at  ban 


;>3 


.V.-r588©0'>ft    <»6«B 


at 


-iiO- 


for  the  acooramodation  of  euoh  students.  Aa  in  the  state  uai- 
yersltios  it  is  "beooiaing  necessary  fox  the  university  to  turn 
lower  division  students  back  into  the  Junior  Colleges  so  in 
Adventist  colleges  it  is  r.ow  necessary  to  turn  college  prepara- 
tory students  back  into  the  academies.   Similarly  it  becomes 
necessary  to  torn  more  of  the  ninth  and  tenth  grade  students 
back  from  the  regular  four  year  academies  into  the  inter- 
mediate day  schools.  At  present  the  Junior  Colleges  are 
regulating  satisfactorily  the  enrollment  of  students  in  the 
Senior  Colleges* 

This  brief  sketch  of  the  development  ..rid  organiza- 
tion of  lieventh  Day  Advontist  schools  will  be  supplemented 
▼ery  materially  in  following  sections  of  this  thesis  under  the 
headingp, She  iilleiaentary  Curriculum,  and  Teacher  Training. 

5.   Basic  frinoiplQS  of  Seventh  Day  Advontist  Schools. 

ICi*  Urn  S»   Cady  in  a  work  entitled,  "seventh  Day 
Adventist  Denominational  aohoolB  on  the  facifio  Coast**  has 
briefly  summarized  the  principles  adhered  to  in  the  establish- 
ment of  Adventist  schools  as  follows; 

"The  •duoational  principles  adhered  to  by  Seventh  Day 
Adventists  in  developing  their  educational  system  are  those* 
laid  down  in  the  brochure  of  Uxb,   iilllen  Q.  V.hite  on  "proper 
Kduoatlon".  Below  is  a  sussnary  of  the  principles  emphasized 


10% 


■i^Xii 


iiu_.'*'  ,■ .;    \^i*.«  I 


e  xos 


xola^c. 


.y^j. 


-fc?.- 


In  thlB  curliest  publioation  issued  by  oeyenth  ])ay  Adventists: 
!•  Dealing  with  youthful  uinda  it?  the  nicest  work 

ever  assumed  by  men  und  women. 
2»     aolf'-control  must  be  developed  in  the  children. 

3.  The  ohild*8  individuality  must  be  reoopnized  in 
hi8  education. 

4.  Self-re8p::ot  is  an  impoxtaiit  elomont  in  child 
eduotitioa. 

5.  ?he  teacher  must  be  sympathetic  with  the  child, 
and  one  with  hlu  in  his  work  and  recreation. 

6.  The  teacher  must  be  all  he  desired  his  pupils  to  be. 

7.  Close  confinement  at  Bchool  results  in  injury  to 
the  liealth  and'uorals  of  the  pupils. 

8.  Hygienic  and  sanitary  principles  should  be  in- 
cluded in  the  course  of  study,  and  the  building  and 
grounds  should  )>e  kept  in  such  condition  as  will 
illustrate  and  emphasize  these  principles. 

9.  Children  should  not  be  forced  off  to  school  at  an 
early  age. 

10.  Good  physical  development  should  precede  intellectual 
effort. 

11.  The  physical  degeneration  of  the  race  has  been  caused 
by  forcing  the  intellectual  powers  to  the  expense  of 

Isrr      the  physical. 

12.  Book-education  is  only  a  part  of  a  complete  education. 


aty  ia 


-al- 


IZm     iiducation  gained  by  well  xegulated,  useful  employ- 
ment and  locroation  la  of  more  value  tlian  educa- 
tion from  books  alone. 

14.  Various  lines  of  physical  and  industrial  education 
should  be  connected  with  all  schools,  and' have  a 
place  in  the  daily  prcgzam. 

15.  Proper  edi.catlun  includes  Viu^i   which  ie  useful  after 
school  days  are  over,  and  the  school  of  life  is 
soriously  begun. 

16.  Home  training  has  a  more  important  bearing  on  the 
child's  future  than  school  training. 

17.  Che  great  out-of-doors  should  be"  the  child's  first 
school  room,  and  nutiire  nis  firut  text  ^ook. 

18.  nature  study  should  be  one  of  the  integral  subjects 
in  the  elementiuy  ^ohool. 

19.  iAozal,  iniellootual,  and  physical  culture  must  be 
combined  in  order  to  have  well-developed,  well- 
balanced  luan  and  jiOLien, 

SO.   A  proper  education  empxiasizos  laoxal  instruotiom, 

giving  it  the  first  place  in  an  educational  system, 
since  the  development  of  character  is  the  supreme 
end  of  all  educational  effort." 

iiad  Seventh  Day  Adventiut  educators  fully  sensed  the 
import  of  these  principles  anfi.  acted  upon  them  foarlessly,  re- 
gardless of  what  the  public  schools  of  that  day  were  doing,  they 
might  today  be  pace  setters  in  the  educational  field.   Ihey 


SsiVia^i.  ,^5»>Ji,. 


t    t7-«.._i,uy' 


;i 


»r>i^V  >-' 


l«  » 


oqoi 


-£t»- 


were  slow  to  break  away  from  traditional  eohool  ouetome,  how- 
ever, and  are  only' now,  within  recent  years,  incorporating 
theso  splendid  ])rinoipl«8  into  their  school  organization  and 
practice,  therel>y  demunstrating  to  theioBelveB  and  to  th« 
world  at  large  tneir  real  value.  Seventh  Day  Adventist 
teachers  have  undervalued  their  own  divinely-given  educa- 
tional principles.  A  careful  perusal  of  these  principles 
reveals  the  fact  that  practically  every  one  of  our  present 
day  findings  in  educational  research  are  there,  either  ex- 
pressly stated  ot   clnarly  implied.  What  a  pity  they  were  so 
securely  hidden  under  a  bushel  while  the  educational  world 
Bat  in  darkness  and  waited  for  the  light. 

!rwo  later  works  by  iirs.  ii.  G.  White,  "iSduoation"  and 
"Counsels  to  CJoachers  and  students'^  have  laaterially  enlarged 
upon  these  principles  given  in  aer  first  thesis  on  education. 
These  two  books  are  largely  used  by  Seventh  J>ay  Adventist 
teachers  and  administrators  in  Shaping  the  oducutional  system 
of  the  denomination.   In  these  books  great  stresB  is  laid  upon 
educating  for  character-building.   In  the  book  "iiducation", 
page  Jii;5  appears  the  following  quotation: 

"True  education  does  j.ot  ignore  the  value  of  soientifio 
knowledge  or  literary  acquirements;  but  above  information  it 
values  pY}wer;  above  power,  goodness;  above  intellectual  ao- 
quireoontB,  character.  The  world  does  not  so  much  need  men  of 
great  intellect  as  of  noble  onaracter.   It  needs  men  in  whoa 


baa  a 


>^  1. 


tft»; 


•8 


lU 


19 


-us- 


ability is  coxitz oiled  by  Bteadfaat  principle  ...... 

"ChazButer'-building  is  the  most  important  work  erer 
entrusted  to  huia&n  beings;  and  neyer  before  was  its  diligent 
study  80  important  as  now,  Hever  was  any  previous  genera- 
tion called  to  meet  issues  so  momentous;  novez  before  were 
young  man  and  young  women  confronted  by  perils  so  great  as 
confront  them  today." 

"Seventh  Day  Adventists  believe  tliat  the  system  of 

■ 

education  in  vogue  with  the  ancient  Hebrews  has  n»vex   been 
•quailed,  and  they  are  endeavoring  to  build  up  their  sohoola 
according  to  plana  and  principles  that  obtained  in  the  patri- 
archal homes  and  the  "iiohools  of  the  Prophets". 

Painter  in  his  History  of  Education  says  of  Jewish 
•duoation,  "The  power  of  education  has  nevex   been  better  ex- 
emplified.  The  influence  which  the  Jewish  race  has  exerted 
upon  the  world  is  Incf^culable.   It  has  supplied  the  basis 
of  all  true  theology;  in  the  Decalogue  it  has  laid  the  founda- 
tion of  a  faultless  uorality;  and  in  Gnristianity  it  has  pro- 
vided the  most  perfect  form  of  religion".  Concerning  the  aim 
and  purpose  of  Hebrew  education  Painter  further  says,  "Che 
end  of  education  among  the  ancient  Jews  was  to  make  faithful  and 

obedient  servants  of  the  living  God At  the  basis  of 

their  education  lay  the  great  principle,  'Behold,  the  foar  of 
the  Lord,  that  is  wisdom;  and  to  depart  from  evil  is  under- 
standing'," 


I  ids 

■  .ti 

.re 

''\ 
iaoo 


ic 


Aa. 


-£4- 


7he  Bible  historians  have  made  a  nnmber  of  these 
Hebrew  youth  stand  out  prominently  as  examples  of  what  such 
an  education  will  enable  one  to  endure  and  to  accomplish. 
Such  charaotors  as  Daniel,  Joseph,  Moses,  Esther,  and  David 
axe  familiar  to  everyone.  Concerning  Daniel  and  his  three 
companions  we  quote  again  from  the  book  "iiducation" :   "The 
most  promising  youth  of  every  land  subdued  by  the  great  conquer' 
or  (Jfebuchadnezzar ) ,  had  been  gathered  at  Babylon,  yet  amid 
^hem  all,  the  Hebrew  captives  were  without  a  rival.   The 
erect  form,  the  firm,  elastic  step,  the  fair  countenance 
showing  that  the  blood  was  uncorrupted,  the  undimned  senses, 
the  untainted  breath,  -  all  were  so  many  certificates  of  good 
habits,  -  insignia  of  the  nobility  with  which  nature  honors 
those  who  are  under  obedience  to  her  laws  

"Their  keen  appreiionslon,  their  choice  and  exact  language, 
their  estenaive  and  varied  Jcnowledge,  testified  to  the  unim- 
paired strength  and  vigor  of  the  mental  powers  .  .  . 

"Thece  young  men  received  a  ri^  t  eduuation  in  orrly 
life,  and  now,  when  separated  from  home  Influences,  and  sacrod 
associations,  they  honored  the  instructors  of  their  childhood. 
Thoy  obeyed  the  divine  law,  both  natural  and  moral,  and  the 
blessing  of  God  gave  them  physical  strength  and  oomliness  and 
intellectual  power,  ('Children  In  whom  was  no  blemish,  but 
well-favored,  and  skillful  in  all  wisdom  and  cuzinlng  in 
knowledge,  and  understanding  science,  and  such  as  had  ability 


aesr.t  ^r. 


a 


vtt  :tc 


o%  ir«ttf»fi 


..■»  i< 


-^"iJit^i 


sioaod  et. 


.»> 


-Bj; 


\SajHa  o«   ol67> 


.X'JJO^riJ^a'H/ 


'Ha   o: 


^ef^.'fJt^    +5?of!t 


oXij  cujv;    .: 


iXa-ieiJB     bSlS.ii'.\ 


-25- 


In  them  to  stand  in  the  king's  palaoe'.  Dan  1;4).   With  their 

habits  of  self-denial  were  coupled  earneetneBs  of  purpose, 

-Id 
diligence  and  steadfastness •  They  had  no  time  to  squander 

in  thoughtless  pleasure,  vanity  or  folly.   They  were  not 
eotueted  hy  pride  or  unworthy  amhition.  They  sought  to  ac- 
count themoelvoB  oreditahly  for  the  honor  of  thpir  down- 
trodden people,  and  for  his  glory  whoso  servants  they  claimed 
to  be 

"Those  who  like  Daniel,  refuse  to  defile  themselves 
will  reap  tho  reward  of  their  temperate  habits.  With  their 
greater  physical  staaina  and  increased  powex  of  endurance 
they  have  a  bank  of  deposit  upon  which  to  draw  in  case  of 
emergency  .... 

"Daniel  and  his  fellows  enjoyed  the  benefits  of  correct 
training  and  education  in  early  life,  but  these  advantages 
alone  would  not  have  made  tnem  what  they  became.   The  time 
came  v/hen  they  must  act  for  themselves.   Their  future  then 
depended  upon  their  own  course,   Th^y  decided  to  be  true  to 
the  lessons  given  them  in  early  childhood.   The  fear  of  Qod, 

■tB. 

whioh  is  the  beginning  of  wisdom,  was  the  foundation  of  their 
greatness.   His  spirit  strengthened  every  true  purpose  and 
noble  resolution  •  .  • 

"There  is  need  now  of  i::en  like  Daniel  to  do  and  to  dare, 
A  pure  heart  and  a  strong  fearless  hand  are  wanted  in  the 
world  today.   God  designed  that  man  should  be  constantly 
improving,  -  daily  reaching  a  higher  point  in  the  scale  of 


ta   o&  (se/i*  tit 

-as  )JB 

-aw  ou 


J092XOt^ 


fieri  J  'ex' 


,«i 


Id 

.J 

■1* 
\ii  ex. 


Ito      .  31.  XX  jal 


-26- 


•xoellenoe," 

Seventh  Day  Adventlsts  believe  that  they  hold  the  ° 
same  tmique  position  in  the  world  today  that  the  Hebrews  held 
in  their  time  and  generation.  They  beliere,  noreover,  that 
the  same  prinoiples  of  aduoation  that  produced  the  Daniel  who 
stood  firm  and  true  to  God  in  the  Babylonian  Court  will  pro- 
duce other  Daniels  and  iilathera  who  will  conduct  themselves 
wisely  and  do  credit  to  their  instructors  and  to  their  Ood, 
even  amidst  tho  complex  and  trying  situations  that  confront 
young  i-ien  and  young  women  today,  xie suits  obtained  by  using 
these  principles  so  tar  justify  the  belief.   Over  ninety 
per  cent  of  Adventlst  boyo  and  girls  who  are  trained  in  the 
denominational  schools  re:cain  true  to  the  faith.   'Xhousands 
of  Adventlst  young  men  wore  brought  to  the  supreme  test  of 
loyalty  to  these  educational  principles  during  the  Great  war. 
loany  faced,  not  only  incarceration  in  guard  houses,  but  death 
as  well;  yet  tneir  faith  in  Gog  Bjiatained  J^nem,  and  in  nearly 
every  instance  known  zo   the  T?riter,  they  remained  true  to  the 
principles  which  evoxy   Lovonth  Day  Advexitist  sets  store  by. 
lA  a  nxifflber  of  instances  other  young  men  who  were  not  Adventlsts, 
wore  won  to  the  faith  because  of  the  steadfastness  of  those 
who  were. 

Having  set  forth,  even  thus  briefly,  the  religious 
tenets  of  Seventh  Day  Adventlsts,  a  oxiort  re8ua*'of  the  be- 
ginnings and  organlzotion  of  thoir  school  work  in  general,  and 
the  basic  principles  upon  whioh  those  schools  are  founded,  it 


oaj;  i. 


larlii 


snt  ■., 


xx; 


,azii 


,     ^Srl^l- 


-a 


•\f 


-£7- 


wlll  be  euBier  fox  the  readex  to  uadex stand  the  moxe  detailed 
study  of  the  elomentaxy  oiixrloulum,  the  methods  employed  in 
these  sohoolB,  and  the  pxohlem  of  teaohex  training  whioh 
follow. 

II.  Zm  iSLKUxilirTABY  CUKHICULUM. 

1»  Developiaent  of  the  jaiementajry  Ciirriculua 

In  introducing  this  conaideration  of  the  elementary 
oxirriculun.  It  will  be  well  to  remind  the  reader  that  what 
has  been  accomplished  in  this  field  nas  been  done  in  the  brief 
period  of  twenty-five  years.  A  few  ft^ithful  men  and  women 
hare  labored  imceauingly  and  are  still  laboring,  to  perfect 
a  system  of  elementary  instr action  for  iievonth  Day  Ad-fentist 
schools  that  will  taeet,  liot  only  the  needs  of  the  children 


Mote.   The  standard  Soventh  Day  Adventist  xilementary  School 
includes  grades  1  -  It  only,  uhe  Inxermediato  bchool 
inoludinp  grades  7  -  10.   This  is  the  standard  set, 
and  being  wsrlced  tow&zd  as  fast  as  possible.   In 
act'ual  practice,  howerer,  the  groat  majority  of  the 
elementary  soaooIb  are  one-teacher  ungraded  schools 
and  may  include  work  in  the  firut  eight  grades, 
ihexever  it  is  possible,  two  teachers  are  secured 
if  all  eight  grades  must  be  taught,  thus  making  the 
school  a  standard  graded  school.   Rapid  progress 
is  being  uiade  in  this  respect.   This  explains  why 
the  slementary  curriculum  as  presented  includes  the 
work  of  grades  7  and  8. 


){f   Llttf 


» »foIIo% 


>r«KI 


-28- 


ik' •  denominational  way,  but  at  the  same  time  will  command 
the  reapeot  and  win  the  zecognltion  of  teaohexs  everywhere. 
While  no  apooial  superiority  over  other  elementary  cur- 
ricula is  claimed  for  the  uuiriculum  prosented  in  this 
Thesis,  it  may  he  said  of  it  that  it  is  working  well  Im 
vieventh  ])ay  Advontist  schools  and  that  it  has  already  hoen 
favorably  reported  upon  by  a  number  of  influential  public 
school  men. 

The  first  elementary  curriculum  for  seventh  Day 
Advontist  schools  was  put  out  ia  pamphlet  form  in  Cal- 
ifornia about  twenty  years  ago  by  Jl.  i£.  Cady.   The  second 
was  published  in  the  middle  west  (Nebraska) by  C.  C.  Lewis 
about  five  years  latex. 

At  the  Council  iield  by  the  iSduoational  Department 
in  connection  with  the  General  Confer onoe,  at  Takoma  Park, 
Washington,  D.  C,  itey  15  to  June  8,  1913,  the  following 
resolution  (Ho.  24)  was  passed: 

"That  a  coromltxee  of  five  b**  appointed  by  the  Depart- 
ment to  standardize  the  elementary  school  work.   This  com- 
mittee was  appointed  as  follows:   C.  A.  Russell,  v..  W.  iiuble, 
Sarah  iS,  Peck,  Katherine  B.  Hale,  Jessie  B.  Osborne," 

"his  committee  rendered  their  report  at  the  ed- 
ucational Council  held  at  at.  Helena,  California,  in  June, 
1915.   Jfollowing  this  Council  a  series  of  councils  was  a  eld 
in  each  Union  Conference,  at  each  of  r^hich  the  tentativ* 


mBim  .  alaxineb  fi  til 


i!l: 


>& 


ill 


,  t«j.ij>;. 


-29- 


standaxdlaed  elementary  courye  was   studied,   and  sxiggeations 
made  for   itB  improvement.     As  a  result   of  this  careful  and 
extensive  consideration  the  new  iilementary  Course  was  printed 
in  aduostional  Bulletin  lio.   10  (Hevlsed),   in  1916,   as   follows; 

iSlemeniary  Course 

First   Grade 

Bible  and  Mature.   —  Stories  of  Creator  and   baviour.     Oral 
work.      See  iSduoationel  Bulletin,   Uo.   12.     Correlated 
work,   language. 

Reading  and   Language  —  Blackboard  or   chert  work,    6  to  12 
veeicB.      True  jidocatioa  iieader   Series,   Book  one. 
Supplecicntary:     "Our  Little  iolks'   Bible  ilKture," 
"Plant  Life",    "V.'ide-Awake  iT icier",    "Arnold   Primer." 

Spelling  and  Phonics,   —  Correlated  with  reading. 

Manuraental.   --   Gardening,    cardboard  sewing,   paper  work,    care 
of  Bchoolrooci.     Correlated  work  in  language. 

f'Jumbers.   —  Correlated  with  manumental  work. 

Peiiiuanship.   --  Drills  with  Paluer  system. 

Itusic.   —  Rote  singing,    intonation,  and  simple  rhythm. 

Drawing.   --   (Including  clay  modeline,.) 

Second    Grade 

Bible  and  Uatiiro.   —  Continued  from  first  grade.     See  iJd- 

ucational  Bxilletin,   iio.   12.      Correlated  work  continued. 

Heading  and  Language,    —   (Drue  education  Header   Series,   Book 
Two.      supplement ary:      ".\nimal  Life",    "Story  of  Joseph", 

Spelling  and  Phonics.    —  Miss  Hale's  Si)Oller,   Part   I. 

Manumental.   —  Continued.      Loom  weaving. 

iJiambere.   —  Correlated  with  manumental  work. 


u^a^tA-.Mi^ 


■SI  ,  h. 


'imirtL 


■'.a 


dnrii 


-30- 


Penmanship,  —  Cofltinued, 
MuBic,  —  Continued. 
Drawing.  —  Continued, 


ghlJTd   Grade. 

Bible  and  nature.   —  Oral  work  combined  with  seat  work» 
refiding  and  lanpiiage  from  the  Bible,     bee  Hduce- 
tional  Bulletin,   lie.   1£. 

Reading  and  Jjangu  .ge.   —  Drue  iiducation  Reader   Jeriee, 
Book  Threo.      Supplementary:      "IThe  House  ¥/e  Live 
In",    "Uncle  Ben's  CobbleetoneB",    "Christ  Oujc 
Sa-rlor",  Little  Friend. 

Spelling.   —  ]<iic8  Hale's  iipeller.   Part  2. 

Ucmxunontal.   —  Continued,     Raffia, 

numbers.   —  iitone-lIillB*   Primary  Arithmetlo,   Parts  One 
and  Two  Correlated  with  i.ianumental  work. 

Penmanship.   —  Continued. 

Uusio.   —  Continued. 

Drawing.  —  Continued. 

Pomrth  Grade 

Bible.   —  Bible  Lessons,   Book  One. 

Mature.   —  Bible  Jfature   bories.    Book  One,  with  notebook 
work, 

Reading  and  Language.   —  True  iiducation  Reader  Series,   Book 
Four.      Suppleraontary :     Selections  from  Hooker's 
"Child's  Book  of  nature",    "Jflrst  Book  of  Birds." 

Spelling.   —  Mlas  Hale's  Speller,  Part  2. 

Uanumental,  —  Continued.     Sewing  and  cardboard  work  begun; 
paper  work  and  loom  weaving  discontinued. 

Arithmetic,   — >  Stone-Uillis"  Primary  AXitnmetic,   completed. 


■■ii 


.61 


Penmanship,  —  Continued. 

MuBio.  —  Sight  ringing. 

Drawing.  --  Continued. 

gifth  Grade. 

Bible.   —  Bible  Leeaons,   Book  Srvo. 

Mature,   —  Bible  nature  aerie a.   Book  Two,  with  notebook 
work. 

Reading  end  Language.   —  ITrue  iiducation  i^eader   aerie  a. 

Book  ?ive.      buppleueatary :     ^Selections  from  Hookoi'a 
"Child 'a  Book  of  iiature".   Youth's   Instructor,    "Friends 
and  i'oes  in  Field  and  J^oreat." 

Spelling.   —  Miss  Kile's  i>poller.  fort  4. 

Jlianumental.   —  Continued.       Inife  and    scroll  saw  work; 

domestic   economy;  ba&ket  work;   keeping  of  practical 
accounts. 

Arithmetic.   —  Stone -Uillis •   Complete,   or    Intermediate 
Arithmetic,   Pait  One. 

Ponmanahip.   --  Continued. 

liubic.  —  Continued. 

Drawing.   —  Continued. 

bixth  Grade. 

Bible.    —  Bible  -^eatjons.   Book  [Three. 

Mature.   —  Bible  Jjiature   Series,   Book  Three,  with  notebook  work. 

Heading  und  i»anguage.   —   True  Education  Header   Series,   Book 
aix,    firHt  part,     supplementary:     Carpenter's  Geograph- 
ical and    Industrial  Heaaera,    "The  Desire   of  Agee", 
Youth's  Instructor. 

Spelling.   —  Hicks 'b  Champion  Speller,   and  correlated  work  from 
Bible  i;u.tuxe,   and   other    studio s, 

Manuiaental,   —  Continued. 


■  S^ii  . 


Xootf»^oj|   :ij.tv»    ,o»r?  1 


K.  -■ 


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-32- 


Arithmetio,   —  ^jtone-ilillis '    Complote   U'art  Two,    aiirth 
year)   ox   Intexuediate  Arithmetic  oompleted. 

Penmanship,    —  Continued, 
Music,   --  Continued, 
Drawing,   —  Continued, 

ooventh  Grade 
Bible,   —  Bible   LesBoni,   Book  i'our. 
Geography,  —  Morton's  Advanced,   completed, 
Phyaiology,  —  Coleman's  Hygienic  physiology.     One  eemeater, 

Reading.   —  C^rue  jiducation  Header,  BooIl  Liix,   completed. 
One  semeator,      Jupplementary :      "The  Acts  of  the 
Apostlee",   v^arpfenter ' t'   Geographical  and    Industrial 
Headers,   ilvans's  "J?irat  Lessons  in  American  History", 
"Dawn  of  Aiaerican  History  in  iiurope",   Wm.   Jida, 

Language,   —  Bell'a  "ilaturel  Method  in  iinglish",   revised, 
to  Lesson  138,   page  £05, 

Spelling.   —  Hicks '8  Ciiampion  bpeller,   continued, 

ManuBental,   —  Continued.     Chuir   caning;  bench  work;   cooking, 
Discontinue  ioxife,    scroll  saw,   and  cardboard. 

Arithmetic,   —  Stone-Millie"  Cotaplete   (Part  One,   seventh 
yc.ar)   or  Advanced  ^irithcietic.  Part  One, 

Penmanship.   —  Continued, 

Ilusio,   —  Continued. 

Drawing.   —  Continued. 

.aighth  grade. 

Bible.    —  Prophetic  History.      Supplementary;      "'-'he  story 
of  Daniel",    "The   ^eor   of  Patmoa". 

U.   S,   History.   —  DicKSon's  American  History   for  the 

Gxamniar   iiohool,      oupplecientary :      "United  states  in. 
PrUphecy". 


.J>. 


,»v. 


,008 


^0 


'i8a«6L 


let  5 


-33- 


CivioB.   —  J?ir8t  Boaeyter.      Supplementary:     "HightB  of 
Uan." 

Agrioulture,   —  Socond  seaeater. 

Heading.   —  Continue  with  sorenth  grade  claoa   if  pupils 

need  further  v/ork  In  reading, 

h    " 
Language.   —  Bell's   "Xlatural  Method  in  ^iglish",   reriBod, 

completed. 

Spelling.  —  aioka's  Cnampion  ijpeller,  completed., 

JIanuxaontal,  —  Continued, 

Arithmetic.  —  Stone-Uillia*  Complete  or  Advanced  Arith- 
Qotio,  uonpleted. 

Penmanship,  —  Continued, 

Music,  --  Continued, 

lirawing,  --  Continued, 

.?**  '  *  *  ,  ♦ 

Two  Church  uchool  ifianuals  have  been  published  in 
book  form,  one  in  1907  and  one  in  1918.  Both  of  these  con- 
tained, with  niuch  other  material,  the  elementary  course  of 
study  as  it  had  been  developed  up  to  those  dates.   It  seems 
unnecessary  to  refer  to  the  courseb  there  presented,  how- 
ever, since  a  new  book,  "*he  iilementary  Curriculum"  by 
Jjarah  ii.  Peck  has  recently  come  from  the  press  (1920),  ?rom 
this  new  book  giving  the  present  status  of  the  elouentary 
curriculum  Tor  seventh  Day  Adventlst  bchools  we  shall  quote 
freely  and  at  lougth. 


ax 


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-34- 


a.  Outline  of  the  Elementary  Curriculum 

Grades  1  and  2 


1.  Oral  Bible  (S   or  4  times  a  week) 

nature  vrlth  Home  Geography  (Once  or  twice  a  week) 

S.  Reading  1,  with  hlaokboard  or  primer  work 

Z.  Reading  2 

4«  Language,  correlate  with  Reading 

5.  Spelling  and  Phonics 

6.  Construct Ire  Humbers:  Gardening 

Grades  3  and  4 


1.  Bible  3  —  Creation  to  Slnal 
Bible  4  —  Slnal  to  Solomon 

(Alternate  by  years) 

2.  Mature  3  and  4  (Alternate  by  years) 

3.  Reading  3 

4.  Peadlng  4 

5.  Language  3 

6.  Language  4 

7.  Spelling  and  Phonies 

8*  Uanual  Arts  —  Sewing,  Oardboard,  Gardening 
9,  Uumbers 

Grades  6  and  6 

1.  Bible  5  —  Old  Testament   completed 
Bible  6  —  Life   of  Christ 

(Alternate  by  years) 

2.  Nature  5  and  Geogi'aphy   (i  year  each) 
flature  6  and  Geography  (t  year  each) 

(Alternate  by  years) 

3.  Reading  5  and'  6   (Alternate  by  years) 

4.  Language  5  and  6    (Alternate  by  years) 
5«     Arithmetic  5  and   6 

6.  Spelling 

7.  Manual  Arts  —  Sewing,  Cooking,  Woodwork,  Gardening 

Grades  7  and  8 

!•  Bible  7  —  Acts  and  Denominational  History 

Bible  8  —  Plan  of  Salration  (including  lessons  in 
Daniel  and  Rev.)   (Alternate  by  years) 

2.  History  8 

3.  Geography  7  (Alternate  by  years) 


.i^e- 


ssM 


(3f«»ir  a  €.oJtw:" 


(>*«■ 


:^Txn9incB0   ,:^ 


8   fHTi; 


a.     .^ 

•  5  .: 


^    i^i.j 


?»n.l/l9q[8     ,V 


3   9lcf„ 
(ffj  '>r.p  a  I     .s 


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-35- 


3.  English  7  and  8,  to  include  Heading,  Compoeition 

(oral  and  written),  and  elements  of  CJrananar 

4.  Arithmetic  7  aixl  8 
6«  Physiology  7,  one  year 

Civics  i  year;  Agriculture  -J  year     '"^ 
(Alternate  by  years) 
6«  Spelling 
7.  Manual  Arts  —  Sewing,  Cooking,  Woodwork,  Gardening 

General  for  Grades  1  to  8 

Music  and  Dra'ring  (Alternate) 

(One  period  four  times  a  '?eek,  25  to  30  minutes) 
Calisthenics  —  Manual 
General  Exercises 

(One  30-rainute  period  daily,  with  Opening  Exercises 
and  Penmanship) 
M.  Habits  of  Christian  Courtesy  and  Practical  Hygiene 
T.  Oral  Language 
W,  Junior  work 
Th.  Pronunciation  Drills 
P.  History  and  Current  Events 

h.  System  of  Alternations 

Besolved 

3,  "That  we  adopt  the  accompanying  alternatione, 
beginning  September,  1919,  and  making  them  fully  effective 
two  years  from  that  date.   (Figures  refer  to  grades.)" 


iTl 


'1  CO  7 


■•■aA   :- 


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TmlttebtcO   ,f.TCi' 


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-36- 


Subjects  for  1921-EE 

Subjects  for  1922-23, 

and  future  years 

and  future  years 

Grades 

"beginning  with  odd 

beginning  vrith 

uniting 

number 

even  number. 

Bible  S 

Bible  1 

1.  2 

Bible  3 

Bible  4 

3.  4 

Bible  6 

Bible  5 

5.  6 

Bible  7 

Bible  8 

7,  8 

Nature  3 

JHature  4 

3,  4 

Hature  6  (^   year) 

nature  5  (^   year) 

5.  6 

Geography  6  d   year) 

Geography  6  (i  year) 

6.  6 

Reading  5 

Reading  5 

5,  6 

Reading  8 

Reading  7 

7.  8 

Language  5 

Language  6 

5,  6 

RngliBh  8 

Bnglish  7 

7,  8 

6pelling  6 

Spelling  6 

6.  6 

Spelling  8 

Spelling  7 

7.  8 

History  8 

Geography  7 

7.  8 

Physiology  7 

CiTics  8  and  Agricul- 

ture 8 

7.  8 

0,  Relief  in  the  Elementary  Currioulum 


The  purpose  of  this  system  of  alternations  is  to 
enable  the  small  sohool  in  which  a  large  part  of  the  ele- 
mentary work  must  be  oarried  by  one  teacher,  to  do  the  re- 
qqirtd  7ork  'rell,  and  vlthin  the  daily  time  limit  of  a  six- 
hour  session. 

The  ourrioulum  as  adopted,  accomplished  the  follow- 
ing by  way  of  efficiency  and  relief  from  congestion: 

1.  By  grouping  grades  by  twos,  and  combining  certain 


i  i 


jr.x.ixiiii 


-JM^-f 


••  -*»»» 


d'jH 


^    9S 

6 


>" 


of    ■  t   c 


-xia   s 


i)*i  Tti'O   oo[   3 


n  i  f J  J  -J.  J  y      ;>:>  XiJJk '  '!.■ 


'V-'Ol^    ^'1  w-^.*  v1^     %U. 


-37- 


olaeses,  and  alternating  by  years  the  -rork   In  these  classes, 
it  reduces  by  fourteen  the  number  of  major  classes  to  be 
taught  daily, 

£•  It  relieves  the  pressure  in  grades  4  and  5,  and  builds 
up  the  weakness  in  grade  3,  by  distributing  the  Bible  now  giren 
in  grades  4  and  6  in  grades  Z,   4,  and  5. 

3*   It  relieves  the  work  in  nature  by  removing  from  nature 
study  the  sections  on  physiology  and  geography*   It  provides 
for  physiology  by  giving  an  oral  exercise  on  practical  hygiene 
once  a  week  (30  lessons  each  year)  in  all  grades  from  1  to  8, 
and  by  giving  one  year  instead  of  one  semester  to  physiology 
for  seventh  grade.   It  provides  for  geography  by  giving  to 
thia  subject  two  full  years  Instead  of  one,  in  addition  to 
home  geography  given  in  grades  1  to  4* 

4.   In  grades  1  and  2,  the  work  in  nature  and  home  geog- 
raphy takes  the  place  of  Bible,  once  or  tirice  a  week* 

6.   In  grades  3  and  4,  nature  alternates  by  years.  'Zhe 
half-year  work  in  grades  5  and  6  alternates  by  years. 

6.  In  grades  5  and  6,  a  half  year's  work  will  be  given 
to  geography.  This  half  year's  work  alternates  by  years. 
Second -year  geography  is  completed  in  grade  7. 

7.  It  provides  for  a  natural  and  elementary  presentation 
of  Bible  in  grades  7  and  8. 


ft 

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-38' 


Grade  7  will  begin  as  now  with  "!?he  Aots",  but  instead 
of  leaving  the  study  of  the  diaoiplea  in  the  first  century, 
it  will  continue  dOTrn  through  the  aaes  until  the  present, 
including  the  rise  and  progress  of  our  denomination,  thus 
oonrpleting  the  story  of  the  filfillment  of  the  command, 
"Go  ye  into  all  the  -i^orld,  and  preach  the  gospel  to  every   ^ 
creature".  This  -Till  enable  the  pupil  to  pass  the  Junior 
Standard  of   Attainment  examination  in  denominational  history. 

Grade  8  will  be  the  story  of  the  plan  of  salvation  in 
three  parts.  Part  One  will  explain  its  origin  and  purpose, 
and  review  its  .Torking  out  in  the  lives  of  the  great  men  of 
the  Old  and  New  Testaments.  This  will  cover  about  one  month's 
work.  Parts  Two  and  Three  continue  the  story,  the  propheoies 
of  Daniel  forming  the  basis  for  Part  Two,  and  the  prophecies 
of  Revelation  for  Part  Three.  Bible  doctrine  will  be  given 
in  its  natural  setting  in  denominational  history  in  grade  7 
and  throughout  grade  8.  The  pupil  will  thus  be  prepared  to 
pass  the  Junior  Standard  of  Attainment  examination  in  Bible 
doctrine. 

8.  It  shapoi  the  English  after  the  most  approved  and 
advanced  thought  along  this  important  line,  adapting  it  more 
nearly  to  the  needs  of  the  elementary  pupils.  Reading  for 
these  grades  is  included  in  the  English,  and  special  atten- 
tion is  given  to  composition,  oral  and  written,  in  preference 


to 


.»V9/:  io 


oJ^ 


•'•3 

«(>  ■  fti  aoi/ 


-39- 


to  a  complete  surrey  of  technical  grannnar. 

9,   It  arranges  the  -vork  in  ae-wing,  cooking,  woodwork, 
and  gardening  for  grades  5  to  8  so  that  all  pupils  in  these 
grades  may  work  together,  thus  greatly  reducing  confusion 
for  the  teacher  and  increasing  efficiency  for  the  pupils. 
Shis  arrangement  enables  every  teacher  to  hare  a  daily  period 
for  manual  arts. 

10.  It  provides  a  regular  time  not  only  for  manual  arts, 
but  for  penmtinship,  music,  calisthenics,  and  drawing  —  sub- 
jects heretofore  greatly  neglected, 

11.  It  provides  a  general  exercise  period  every  day  for 
a  series  of  oral  lessons  in  subjects  in  which  every  child 
should  be  instructed,  —  namely,  oral  composition  and  oral 
langucge,  pronunciation  drills,  practical  hygiene  and 
Christian  courtesy,  history  and  current  events,  —  giving  to 
each  subject  30  lessons  each  year  of  the  course. 

This  period  gives  the  junior  work  a  definite  place  in 
the  weekly  program  without  the  necessity  of  omitting  one 
lesson  a  week  from  some  other  subject  in  order  to  provide  a 
place  for  it. 

d •  Humber  and  Length  of  Recitation  Periods 
This  arrangement  of  the  elementary  curriculum  enables 
the  teacher  to  meet  our  adopted  standards.   It  rorks  out  in 
daily  program  as  follows,  including  general  exercises,  open- 


be 


biui  «e- 


.<»  T*r9T9   rftif'f-"'  ni  f 


»:•■ 


«el<iiii 


»osB 


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rurf 


na 


-fBOi:i     CJ      TQilva-'u      9iliJ 


-40- 


ing  exercleeB,  and  recreation  periods: 


:  Or, 

,1-6 

;  Gr.3-e 

:  Gr.1-4 

!  Gr.5-8 

Subjects 

1 

[Per.YMin. 

.Per, 

,Min. 

:Per. 

!Min.' 

Per. 

;Min. 

Bible 

3  :  50 

:  3 

.  45 

:   2 

:   35 

2 

:   40 

Head,  and  Lang. 

.  11 

:120  ' 

.  7  ', 

100  ! 

9' 

.  120; 

3  ; 

60: 

Spelling 

.  1 

10  • 

1 

10  ' 

1 

.   10' 

.   1  1 

.  10: 

Manual  Arts 

2 

:  40  ; 

•» 

30  ! 

2" 

:  40: 

1  : 

46: 

Mu8lo,M.,W. 

Drawing ,  T.,Th. 

'   1 

;  25 

'  1  [ 

'  25  ' 

1 

:   26 

•   1  ' 

30. 

Consecration 

Meeting  ?.      )• 

Calisthenics   ) 

;   2 

;  25 

;  2 

;25 

;   2 

;   25' 

;   2  ' 

;  25] 

Recreation    ) 

Opening  Exer) 

;   1 

;  30 

;   1 

;  30 

;    1 

;   30 

;   1 

;   30 

General  Exer) 

Penmanship   ) 

Sum.  and  Arlth.   : 

3  ' 

30  ! 

3  ! 

35  ! 

l! 

20: 

2  : 

60i 

nature  and  Goog.  ; 

2 

30 

:   2  " 

30  ; 

1 

!   25- 

.  1  ; 

25' 

Geog.  or  Hist.    j 

1  i 

15  ; 

1  : 

25- 

CiT.  and  Agri.    ! 

or  Physiology 

1 

15 

,  1 

.   20' 

Sotals 

26  • 

6:60! 

2^  - 

6:00: 

20- 

6:30- 

16  ' 

6:00; 

2.   The  Elementary  Curriculum  by  Grades. 


The  ;7ork  of  the  elementary  grades  is  grouped  in  six 
periods  of  six  weeks  each,  making  a  total  of  thirty-six  weeks, 
for  each  year.  As  has  already  been  noted,  much  use  is  made 
of  alternation  and  correlation  of  subjects.  Each  couplet  of 
grades  (e.g.  1,2;  3,4;,  etc.)  has  most  of  its  work  in  common, 
more  work  and  a  better  quality  of  work  being  recuired  of  the 
higher  grade  of  each  couplet.   Certain  subjects  of  each  couplet 
do  not  admit  of  class  work  together.   This  is  true  of  first 


,4'SiaA-* 


TT  Tr 


K:r>;i-- 


tM  fr 


Ol> 


-Al- 


and eeoond  grade  reading  in  the  first  couplet.   ;jinoe  to 
give  the  oomplete  work  of  the  elomentary  curzioulum,  sub- 
ject by  subject,  grade  by  grade,  and  period  by  period, 
would  bonstitute  a  book  by  Iteelf^  no  attempt  will  be  made 
to  do  80.   Instead,  certain  subjects  of  each  couplet  of 
grades  will  be  chosen  and  given  in  detail  for  some  one 
period  only.   It  is  believed  that  such  a  treatment  of  the 
subject  will  leave  In  the  render's  mind  a  better  under-  ' 
standing  of  the  comploteness  of  the  elementary  ourrioulum 
than  would  an  abridged  recital  of  each  subject  ror  each 
grade  in  each  period. 

The  olementaxy  curriculum  contains  a  number  of 
General  iSxercSses,  including  I'ezuiiauBhip,  Drawing,  Musio, 
Christian  Courtesy,  practical  Hygiene,  oral  Language, 
Junior  Work,  Pronunciation  Drills,  History  and  current 
livents,  phyaicul  Culture,  and  iiupervised  Play  which  will 
be  considered  together  in  a  later  section. 
a.   Grades  One  and  ^"wo 

Heading  and  iianguage 

Grade  One 

First  ^Oi  iod 
TiiXTBOOK:      TfTrue  iiducation  iieader".   Book  One. 
aUPPLiiMxJJT/iKY :      "Our  Little   i^olks  •  Bible  liature",    "Plant 
Life,"   "Wide-Awake  Primer",    "Arnold  Priner". 


OJ^ 


Is 


iU  aL 


9d 


'>;/f-7XAL: 


"12- 


Ai3i)IGrUMi]UTr  The   first  eight  or  twelve  weeks  should  be   »» 
given  to  what  is  usually  oalled  "Jfoundation  work".  This 
consists  of  blaokhoaid  drills  used  in  the  oral  Bible  stories 
told  the  children,   Cheao  drills  are  sentences  --  brief  expres- 
sions of  the  thought  of  the  Bible  and  nature  lesQons.   She 
vocabulary  should  correspond  very  closely  with  that  of  the 
first  ninety  }jages  of  "True  oiiducution  Reader**,  Book  One. 

JProm  the  very  fir  at,  script  and  print  forms  should  be 
associated,  the  script  at  first  predominating.   By  tliis  as- 
sociation, the  child  learns  to  recognize  both  forias  with  equal 
ease,  and  the  time  usually  given  to  "transition"  is  greatly 
shortened,  if  not  entirely  eliminated. 

Almost  from  the  fir  at,  the  reader  uay  be  used  in  connec- 
tion with  blacKboard  drills;  and  by  the  time  the  pupil  has 
finished  tiie  foundation  work»  he  should  be  able  to  read  readily 
to  page  57  of  his  reader. 

During  the  entire  f ir ut  grade,  the  pupils  should  recite 
t'nree  times  a  day  in  reading.   One  of  these  recitation  p^ziods 
should  consist  largely  of  phonetic  or  other  special  driajls; 
another  of  sentence  or  tiiought  drills;  t-nd  one  should  be  real 
reading. 

UAUTIOlJt  Hemember  the  saying,  "liaste  makes  waste." 
Watch  clcdely  the  progress  of  each  pupil,  and  let  the  very 
first  indication  of  confusion  in  the  mini  of  the  pupil  be  a 


B'.' 


net  I 


.£>! 


-oeuiJ 


It 


le 


-43- 


warning  against  further  advance  work  until,  by  oareful  reTiewa, 
the  pupil  is  sure  of  his  ground, 

?or  seat  work,  use  "sentence  killpa  for  Grade  One**  and 
"Object  Cards  for  Grade  One,"  iiach  child  should  make  his  own 
little  primer  of  these  sentence  slips  pasted  on  the  blank 
pages  of  his  little  xiotebook. 

yrom  the  rery  first  day,  the  teacher  should  transfer  the 
blackboard  sentence u,  by  laeans  of  orayola  or  rubber  pen  ox 
large  rubber  type,  to  large  sheets  of  Jdanila  paper.   IThese 
sheets  hung  up  on  the  wall  will  be  convenient  and  almost 
invaluable  for  daily  reviews.   They  may  easily  be  made  very 
attractive  by  cutting  out  and  pasting  suitable  pictures  to 
illustrate  the  thought.  Let  the  children  cut  out  the  pictures. 
Of  course,  you  could  do  it  better  than  they,  but  it  will  be 
worth  more  to  them  if  they  do  the  work.  Many  appropriate  and 
beautiful  pictures  may  l.«  secured  of  the  Perry  picture  Co., 
lialden,  Massachusetts. 

HiiLPS  ¥Qii   'i'fliii  Ti!iA.GHii.t :   Phonogram  presentation  Cards, 

HiiLPS  i'Ott  (Tiiii  PUPIL:   Object  cards  for  grade  onej  sen- 
tence slips  for  grade  one. 

L&iiGUAGil:  Uee  educational  bulletin  lio*   5,  pages  1  to  8, 
for  suggestions  and  helps. 

Most  of  the  language  work  in  this  grade,  during  the  first 


u 


ilf 


tB   »<»1t   » 


Uj 


ol 


•••a^" 


aemester,  will  Toe  oral  drillB  on  oorreot  forma  given  in 
the  general  exerolde  period.      Theue  drills  will  be  selected 
chiefly  from  conversations  with  the  children  and  oral  repro- 
duction of  Bible  stories.      It  should   include  drills  on  tht 
correct  use  of  such  vi^ords  and  expressions  as;      I  see,    I  saw, 
I  have  seen;    I  come.    I  oaae,    I  have  come;    I  8i|ig»    I  sang, 
I  have  sung;  bring  and  brought,   can  and  laay;   go,  went  .have 
gonep  spoJke,   have   upoken;   eat,   ate,    have  eaten;   is,   are , was, 
were,   etc. 
PIBBT  WJiEK,   PJHtilT  ])AI 

Sentences:     God   is  good.      I  love  Uod.      GO'^'   is  love. 

Phratse  drills:     is  ^ood;    I  love. 

llary  is  good.      Jolin  is  ^ood,   etc.      (Using  children's 
namns).      I  love  Uary.      I  love   John,   etc.    (using  ohildK^n's 
uambs) • 

Keep  by  themselves  all  sentences  containing  the  name 
"God".     This  will  put   in  the  child's  mind  a  difference 
between  the  sacred  and  the  common.     Always  speak  the  name  of 
God   softly  and  r event ly,   and  never   include   it   in  the    regular 
drills. 

?.np.der  work:      Find    "God   is  good"  on  pages  19,   22,   27; 
find  "God  is  love"  Cii  pages  M,   bb, 

iiar  training:     Phonogram  1   (1-ove,   1-ight,   1-png,   1-ate, 
•to.). 

FIHUT  WiSLsJC,    UislGOiiii;  DAY 

L>entences:     God  made  the  apple.     God  made  the  loaf.     God 
Bade  the  nut.     God  made  the   flower. 

Fhraue   drills:      Ciod  made. 

Header  work:      Use  words  on  pages  36  and  27,   prefixing 
"the." 

dax  training:     Phonogi am  m   (m-ade^   etc.) 

FIHiiS   Wisuiit,    '^dliii)  DaI 

Sentences:  Mary  has  the  leaf.  John  has  tne  flower.  I 
hav«  the  leaf.  I  have  the  flower,  j^ou  have  tne  apple.  You 
have  the  flower. 


^t9i 


,     aft 


»r«d 


-15- 


Phrase  drills;      I  iiaTre;   you  have  (using  the  .name  of  an 
object,   or   a  ] icture  of  an  object). 

Header  work:     Look  for    fmalliar   object  words  on  pages 
26  to  47. 

^ar  training:     Phonogram  f  ( f -lower ,   f-lag,    f-lat, 
lea-f,   etc.) 

yiHiiT  KiSiiK,   S'OUJtOH  DAY 

tientenceB:      Give  me  the  leaf.      Gire  me  the   flowex.     Give 

00  the  apple.      Give  me  the  nut.      Give  ue  the  seed* 

Phrase  drills;      Give  u^e , 

Header  work;     Look  for  familiar   object  words  on  pages 
56-47. 

jiar  training:     Review  1,   m,    f. 

PIHi^T  WiSiSK,   FIJj^JH  LaX 

Heview  sentences;     Have  you  tlie   leaf,  Mary?     Give   John 
the  leaf.      John,   pive  me  the  leaf,     ilary,   give  -le  tlie  flower. 
Give  me  the  pood  nut,  Mary.      Give  me   the  £;ood  apple,    John. 

1  hnve  the  nut,   Llary.      I  /\Bve  the  flower,    John.     Have  the 
flowt^r,  Mary.     Have  the  nut,    Joioi.     2he  apple   is  frood,   Mary. 
The  nut   in   g-ood,    Jolm.      God  mode  the  good  apple.      God  made 
the   good   nut.      God  made  tiie   leaf.      God  Oi&de  the    flower.      GOd 
made  me.      God  nit.de  you.      I  love   God.     You   love  God,      GOA  .is 
love. 

i)evelop  sentenced  with  the  following  words  and    phrases, 
oonBtantly  reviewing  worda  and   phraaea  alrotdy  learned;      see, 
red,  yellow,   blue,   green,   white,   black,   l.ro\wn,    or,   and;   red 
and  yellow,   greon  or   blue,    not. 

Give  ear  training   drills  with  the   following  puonograme; 
3,  n.  r. 

Oontinue  finding  words,   phrases,   and  sentences  in  the 
reader. 

Continue  chart  and  notebook  work. 

THIH])  WJiKK 

Develop  sentences  with  the  following  words  and  phrases: 
light,  nignt,  day,  do,  run,  all,  vfho.graas,  tree,  the  day, 
the  night,  in  the  day,  in  the  night.  Do  I  see,  I  see,  I  do, 
I  do  not,  run  to  ue.    It  is.  Is  it.  Good  morning.   Good  night. 
It  is  not.  Is  it  not,  \yho  made. 

Give  drilla  witJi  tiie  following  phono^^rams:  ight,  ing,  s. 

Blends:  1-ight,  n-ight,m-ight ,  s-ight,  f-ight;  s-ing. 


wii) 


,aai-a   ;J-£isi-A    .v/xisji-o    ,Jj%x-. 


-46- 


r-lng,  8-ing-ing,  r-ing-lng;  see-s,  flower-a,  tree-s,  day-sj 
I-lght-lng,  f-ight-ing,  see-ing,  do-ing;  1-and,  s-and;  n-ox ; 
1-and-ing;   see-n,    see-m. 

Render  work:     Continue  ree^ding  eeleotiona  from  the 
rea'ler,   ohuzt  work,   and  notebook  work. 

POUR^fl  KiSlSK 

Sight  words  and  phrases  for  sentence  building:  air, 
Tater,  land,  sand,  box,  diink,  0,  first,  now,  he,  was, 
oyer,  how, 

phonograms  for  oar  training  and  bloiids:  o,  ow,  w. 

Retider  work:  Continue  selected  readings,  ohf^rt  work, 
and  notebook  v<ork,  ^ 

Sight  words;  grow,  green,  grass,  shine,  sun,  moon,  star, 
did,  what.  Bay,  put,  The  words  one,  two,  three,  f oui ,  five, 
six,  have  alrei/dy  been  learned  in  the  conetru'- uive  number 
class, 

phonograms;   sh,  ay,  d. 

Blends:   s-ay,  d-ay,  r-ay,  1-ay,  m-ay,  1-ay-ing,  B-ay-ing, 
Btar-a,  grow-a,  shine-s,  ;jun-s,  uoon-s,  etc, 

Heading:  Continue  selected  readings  from  the  reader, 
chart,  reading,  and  notebook  work. 

Sight  words:  bud,  stem,  root,  plant,  pretty,  ay,  look, 
at,  said,  ails,  ill. 

Phonograms:  e,  a,  i,  er ,  est,  Continue  blfnds. 

Blends:  f-ill,  m-ill,  w-ill,  a-ail,  n-ail,  f-at,  m-at, 
a-at,  r-at;  n-oat,  r-ost,  w-est, 

Ueviews;  Go  back  frequently  to  the  beginning  and  review 
all  the  words,  phrasos  and  phonograms. 

Headings:  Continue  selected  readings  from  the  reader. 
Continue  the  chart  reading  and  notebook  work. 

Construe tiTe  ifiuQbera 
Grades  One  and  Two 
Second  Pei iod 
ITlirough  the  construction  work,  review  the  terms  and 
forme  taught  in  the  fixst  period,  and  teach  further  -- 


»  -  ..  e. 


-47- 


'iJJHMS:     Bisect,   half-inch 

COKSTHUCSIuar  Articlea  lattde  from  four-inch  paper  B^uare 
folded  Into  16  square  inchesi  pin  wlie el,  windmill,  Bailboate, 
'^o.      7eaoh  new  niucber   oombinatione  and  t  of  16. 

Forms  uade  froia  three-inoli  square:     unowflaices,    etc. 

I>o     outlines  of  fruit  and  flowe/s   on  curds,  using  stitches 
about  quarter   of  an  inch  long-. 

Hake  a  half- inch  ruler,  atudy  imlf  inches.  Use  Lttshaw 
half-inch  ruler. 

Study  of  number  3  in  triangle;   of  4  in  four-inch  square; 
of  £>   in  nickel,    in  number   of  school  dciys  in  week;   of  6  in 
fornj  of  anowflake,   in  half  dozen,   in  half  foot. 

Mat  weaving  involving  only  half-inch  utrips.      leach  vari- 
ous iialf-inch  combinations. 

Make   flower  booklets. 

Writing  nijinber  scale   to  40;   counting  orally  to  56  from 
reader  pages. 

Suggestive  Tost  Problems  to  Be  V.orlcod  Out 

Objectively   by  iiooona    Grade  jPupils. 

1.  KTrlte  the  uuiaber   scale  to  40 • 

2.  l)raw  a  huriaontal  line  H  inches  long.     Biceot  it. 
'6,  Draw  a  vertical  line  Z  inches  long.     Bisect   it. 
4.  Draw  a  line  1-^  indues  long;   b%-  inches. 

6.      Draw  a  l^—inoh  square.      How  nsany  inches   around  it? 

6.  Draw  an  oblong  1^  incnef;.  long  and  ^  inch  vddo.      Hot; 

long  are  both  ends?     Both  nidea?     Ail  around? 

7.  How  many  nickels  f.;ake  iib  cents?     15  cents?     SO  cents? 

8.  What  is  the  square  of  2?     4?     5?     6? 

9.  Vi'hat   Is   the  wquare  root   of  4?     16?     25?     26? 

10.      Count   by  2'a  to   24;   by  4's   to   24;   by  b'u  to  SO;  by   6 "a 
to  36. 


71 


YO 


jitaM 


-48- 


11.     Copy  and  place  correct  iUaswera: 


li  r  i  r  i  of  16   .  i  of  2   ■  12   -  9   s 

8i»8.  iof4s  iof6r  12-6   = 

6-4r  iofl2«  5-3.  3*3. 

4-14      •-4„  i^«  12      -3s  2«-2*2ii 

*  "  i  of    8  • 

5     -  5  s 

12.  I  haTe  a  strip  of  paper  12  inches  long;  if  I  cut  8  Inches 

off,  how  long  a  piece  is  left? 

13.  A  man  had  12  cows;  he  put  4  in  one  yard  and  the  rest  in 

another  yard;  how  many  in  the  second  yard? 

14.  If  you  dlTide  an  apple  equally  between  2  l)oy8,  what  part 

will  each  receive? 

15.  A  nickel  is  what  part  of  a  dime? 

16.  How  many  two-cent  stamps  can  you  buy  with  12  cents? 

17.  How  many  points  have  E  snowf lakes? 

18.  How  many  half  inches  in  a  foot  ruler? 

19.  Bow  many  petals  on  5  wild  roses? 

20.  How  many  school  days  in  3  weeks? 

21.  How  many  square  inches  in  a  2-inch  square? 

22.  How  many  must  you  add  to  4  to  make  6? 

£3.  Three  children  set  out  6  tomato  plants  each;  how  many 
tomato  plants  ^ere  set  out? 

24.  If  you  can  buy  4  apples  for  5  cents,  how  many  can  you 

buy  for  15  cents? 

25.  Alice  had  12  little  chicks,  and  i  of  them  died;  how 

many  lived? 

26.  How  many  eggs  in  2  dozen?  in  li  dozen? 

27.  How  nany  inches  in  li  feet?  in  2  feet? 

28.  How  many  inches  in  four  half  inches? 


-»*- 


:8iew£ 


J.  ^ 


a   I      »&£ 


triBq,  iatiK   ,£ 


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>i«aw    iti    ir:  •fix 

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•''liar  woB  *0S 

ICSAfli  l»oH  .IS 


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-49- 


29.     Ifary  had  16  papers  she  sold  8  of   them;  what  part   of 
them  did   she   ^ell? 


Bible:  ■:'»S9.      vjmnr^ 

Grades  one  azid   Two 
Fourth  Period 


TOPIC:     The  Story  of   Jesus. 
FIRST  WEEK 

1.  The  visit  of  the  shepherds.      Text,   Luke  £:l-30. 
Memory  verse,   Luke  £:12. 

2.  The  visit  of  the  wise  men.      Text,   Matt.   2:1-12. 

3.  The  flight   into  Egypt.      Text,  Matt.   2:13-18. 
Memory  verse,   Heb.   1:14. 

4.  and  5.     Review;   or  nature  and  home  geography. 

SECOSD  WEEK 

1.   Jesus*  home  and  His  visit  to  the  temple.   Text, 
Matt.  2:19-23;  Luke  2:40-52.  Memory  verse,  Luke  2:52 

£•   The  baptism  of  Jesus.   Text,  Matt.  3;  John  1:29-34. 

3«  The  temptation.   Text,  Matt.  4:1-11.  Memory  verse. 
Matt.  4:10,11. 

4.  and  5.  Review;  or  nature  and  home  geography. 

THIRD  WEEK 

1.  Jesus  cnlEa  th?  storm.   Text,  Mark  4:35-41.  Memory 
verse,  Mark.  4:39. 

2.  Jesus  walks  on  the  water.   Text,  Matt.  14:22-26. 

3.  Keeping  the  Sabbath.   Text,  Luke  6:1-11;  John  5; 
9-16.  Memory  verse.  Matt.  12:12,  last  part. 

4.  and  6.  Review;  or  nature  and  geograrhy. 


iol 


»i 


AT    r> 


,0<5 


.?: 


atasw  Te«i% 


,81-: 


..-'_<"  . 


.:3    ♦vtjail 


«eatIO^ 


HtM 


njm^  OKI/;': 


^T^flWB*' 


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-50- 


!•     The  two  blind  men.     Text,  Uatt,    ():27-8e.     Uemoiy 
Terse,   Luke  4:18. 

2.  The  denoniac  child.      Text,  liatt.  17:  14-21. 
Memory  Verse,    Isa.   49:   25,    last   part. 

3.  The  tranefiguration.      Text,  Matt.   17:  1-13. 

4.  Cleansing  the   temple.     Text,  aatt,   21:   12-16; 
John  2:   12-25.     Memory  verse,  liark  11:17,    or  ps.   100:4, 
or   PB.   95:6. 

5.  Mature  and  home  geography. 
FIFTH  V/ijasliC 

!•  Parable  of  the  talents.     Text,  li^tt.   Ji5:14-30. 

2.  Parable  of  the  lost   sheep.     Text,   Luke   15.     Memory 
Terse,   Lu^  15:   18. 

3.  The  good   ^u^axiton.     Text,   Luke  10:25-37.     Memory 
Terse,    Luke  10:27. 

4.  The  triumjjhal  entry.     Text,  Matt.   21:1-11,     Uem- 
ory  Terse,  i^tt,   21:9. 

5.  iilatuxe  and  hoiae  geography. 
IjIXTH  W'iiiiK 

1.  The  story  of  the  oroos.      Text,  Matt.   26:36-75; 
27:34-56.     Hemory  Terae,    Isa.   49:16. 

2.  The  reaurreotion.      *ext,   iiabt.   2Bj  1-15;   luke  24: 
13-48. 

3.  The  aiJQonsion.      Taxt,   Luke   24:50-53;   Miark  16:   19, 
20;     Aots  1:1-12;  pa.   24.     Memory  veraj.   Pa.   24:   7,   8. 

4.  a/id   c.     Review:   or   nature  and  home  goograpny. 


.eeter 


;US 


-51* 


b.  Grades  Three  and  Poiir 
Blbl« 
Fourth  Period. 

During  the  second  Bemeeter,  grades  three  and  lour 
recite  separately  In  Bible,  the  third  grade  reviewing  the 
book  of  Genesis  -"Ith  compositions,  oral  and  written,  map 
work,  illustrated  memory  Terses,  regular  tests,  etc;  and 
fourth  grade  continuing  to  the  end  of  the  textbook. 

GRADE  THRKE.  ReTiew  the  '-rork  of  the  first  period,  in- 
cluding the  map  work,  written  compositions,  and  all  notebook 
requirements,  in  addition  to  reading  the  lesson  text  from  the 
Bible.  Require  frequent  oral  story-telling,  glTlng  special 
attention  to  pronunciation  and  correct  English.  For  all 
written  compositions,  glTe  written  questions  or  topical 
blackboard  outlines.   Give  careful  attention  to  sentence 
structure.  Above  all,  encourage  freedom  in  expression  of 
thought. 

Require  three  written  conq)08ition8  as  follows:   The 
Story  of  Creation  Week,  the  Story  of  Adam,  The  Story  of  iJoah. 

Give  much  ori^l  drill  on  quickly  finding  given  places  in 
the  Bible,  and  especially  on  locating  by  chapters  the  stories 
in  Genesis.   By  the  close  of  the  second  semester,  the&e  third 
grade  children  should  be  as  thoroughly  familiar  -Tith  the  con- 
tents of  Genesis  as  it  is  possible  for  children  of  their  ages 


,      .-tlr-i:  fia-E  laic    ,            ,  1''  ain^rtoO  !t' 

Xia  'iC'^                     i  ^u»'x?Oi>  baa  aul-t  s  Li,i^ii];f,A^i& 

•Xi                                              ,           i   10   ^lOJii     ■     .     .  ■S'yi    10.  'ilOlS 

aerl^  j^oifeilT:  v  3  ao  III 

•oco   atf;r  r:              .                                1'  bjji  od  MiiDiie  a&'iblido  *b0xs 


-£2- 


to  be.  To  Impreea  the  epiritual  truths  more  deeply,  the 
teacher  should  often  tell  the  stories  to  the  clavs.  The 
book  of  Genesis  is  a  wonderful  book,  full  of  thrilling  ex- 
periences and  provident .'.al  occurrences.   It  is  abundantly 
worthy  of  the  attention  of  the  child  for  the  entire  school 
year. 

GR&DE  FOUR.  "Bible  Lessons'',  Book  One,  chapter  9,  les- 
sons 64  to  86,  pages  140  to  190.  For  special  lesson  helps, 
see  "Bible  Itonual",  pages  58  to  65.  Begin  memorizing  the 
chapter  outlines  of  Exodus.  A  little  faithful  drill  on  this 
point  every  day  T?ill  enable  the  pupil  to  gain  a  fairly  good 
mastery  of  the  contents  of  each  narrative  book  in  the  Bible, 
an  accomplishment  that  will  be  invaluable  to  him  in  all  his 
later  Bible  study. 

Manual  Arts  -  Gardening*  (TTith  Nature  study) 
Grades  One  to  Four 
,       Sixth  Period. 

TEXTBOOK:   "Bible  JJature  Series",  Number  One. 

ASSIGNMEI^T:   Chapter  6,  "Plants",  pages  111  to  158. 

■BATHER:  Observe  the  weather  and  continue  the  weather 
chart.  Study  the  thermoiaeter. 

SEEDS  AND  SEED  PLANTING:   Observe  and  classify  seeds: 
(a)  common  to  locality;  fb)  fruit  and  nut  seeds;  (c)  flower 

and  vegetable  seeds  handled  in  •'rork. 

*  For  valuable  assistance  in  preparing  the  outline  for  school 
gardening  given  in  this  manual,  much  credit  is  due  Mr.  Sidney 
Smith,  head  of  the  agricultural  department  of  Emmanuel  Mission* 
ary  College,  Berrien  Springs,  Michigan. 


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The  depth  to  vrhloh  seeds  should  he  planted  depends 
primarily  upon  the  size  of  the  seed,  the  amount  of  moisture 
present,  and  the  texture  of  the  soil*  Seeds  should  nerer  he 
planted  in  diy  soil  unless  watered  immediately  and  in  sxif- 
ficient  quantity  to  oause  the  seeds  not  only  to  germinate, 
hut  to  take  root  and  grow,  Dlrootiona  for  planting  various 
seeds  ^ill  he  found  on  the  outside  of  e§oh  packet  purchased. 
Be  careful  to  have  a  good  eeed  bed  of  finely  pulverised  soil, 
and  to  firm  the  soil  over  the  seeds*  In  case  of  rain,  or 
watering  after  the  surface  dries,  do  not  let  a  orust  form 
over  the  seeds.   Loosen  the  surface  crust  vrith  a  rake;  this 
will  prevent  eveporation  of  moisture  from  the  soil,  and  also 
insure  a  better  stand  of  plants, 

HARKIUG  OUT  THE  BEDS:   A  well  developed  plan  is  eeeen- 
tial  to  success.  Before  Ood  began  His  great  rork  of  creation. 
His  entire  plan  was  conceived  and  talked  over  v.dth  His  Son, 
If  God  needs  a  plan,  how  much  more  do  ^-rel  And  the  more 
detailed  our  plan,  the  more  certain  our  eucoess. 

For  twenty  pupils  in  grades  ranging  from  one  to  eight, 
we  may  plan  for  individual  garden  beds  five  by  ten  feet,  sepa- 
rated by  eighteen-inch  paths,  and  divided  through  the  center 
by  a  three-foot  path, 

Homber  the  pupils  from  one  to  twenty  to  correspond  with 
the  garden  numbers,  and  with  the  numbers  on  the  garden  tools. 


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At  each  corner  of  each  individual  bed,  drive  a  garden  stake, 
and  inclose  the  bed  vrith  garden  twine. 

Have  also  at  least  one  flower  bed.  Encourage  every  child 
to  have  a  well  kept  home  garden* 

THE  V,'ILD  GARDBIIs  The  object  of  the  wild  garden  is  to 
enoourage  the  pupil  to  obserTe  by  seeing  how  many  kinds  of 
wild  plants  should  be  transplanted  to  the  -^ild  garden.  Suoh 
a  study  :Till  form  the  basli  for  future  work  in  agriculture 
and  botany.  One  general  wild  garden  fo*  the  school  will  in 
most  cases  be  sufficient. 

STODY  OP  PLAHTS:  Oral  'ork  based  on  obserration  of  roots, 
leaves,  stems,  blossoms,  and  fruit.  See  also  assignment  in 
the  nature  textbook,  chapter  six. 

RSCOItDS:  It  is  very  important  to  inculcate  accurate  and 
careful  habits  of  observation  by  teaching  pupils  to  ke«p  records 
of  their  work.  For  this  purpose,  eoch  one  should  be  supplied 
with  a  small  notebook.  The  following  outline  may  be  suggested: 


'•'*i*a*' 


•  «         k    *         •  ..... 


bS 


X 


ot 


'"*  as- 


KtrD' 

e,     -      ■  •  ■  .  o 


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OARDSir  FEPORT      '^'"'       "^ 


B«d  So*. ..*••  Date Naine< 


Weather:  Temperature. 
Moisture. • . , 

Sky , 

Wind 


Work  done 

Observation  in  gro-rth  of  plants. 

Drawings  of  plant  gro'-rbh. 

Spelling. 

Problems • « • «  r< 

Parables 


The  last  two  items  laay  not  form  a  part  of  the 
pupils*  records  in  primary  grades,  but  they  should  form  a 
part  of  the  teacher' a  lesson  plan  in  all  grades, 

BQUIPMEisIT  —  CARE  km   USE  OP  TOOLS:   Each  pupil  should 
be  prorided  'rith  four  garden  stakes  and  sufficient  garden  line 
to  Inclose  his  garden.  2wo  pupils  may  share  the  use  of  one 
set  of  garden  tools  consisting  of  a  rake,  a  hoe,  a  spade,  and 
a  trovrel.  There  is  no  economy  in  purchasing  poor  tools.   In 
some  schools,  the  pupils  bring  garden  tools  from  home,  though 
it  is  usually  more  satisfactory  for  the  school  to  own  its  own 
tools*  Teach  pupils  hovr  to  use  the  tools.  At  the  close  of  each 
working  period,  the  tools  should  be  carefully  cleaned  and  hung 
up  in  order  in  some  safe  and  convenient  place*  As  soon  as  the 
plants  are  large  enough  to  determine  the  outline  of  the  beds, 


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ou 


■,):;•■         -J 


!"<'■;  r.?; 


the  8tak«8  and  the  lines  may  be  collected,  cleaned,  and 
stowed  away  In  seta  for  the  next  season's  use. 

GA TEETHING  AND  DISPOSING  OP  THE  CROP:   Teach  how  to 
prepare  regetahles  for  market.  Arouse  Interest  in  missionary 
effort.   Teach  tithing. 

The  crop  should  not  be  gathered  too  early,  before  it  is 
fully  matured,  neither  should  it  be  left  too  late.  There  is 
a  right  time  for  everything,  and  the  pupil  should  be  taught 
to  observe  this  time.  T^hen  the  crops  begin  to  mature,  the 
garden  should  be  examined  daily  for  new  fruit.  Radishes 
Bhotild  be  carefully  pulled  without  breaking  or  bruising  the 
tops,  all  wilted  or  unsightly  leaves  reaored,  the  roots 
carefully  washed  and  so  ted,  and  neatly  and  generously  bunched. 
The  ipttuce  should  be  gathered  in  the  same  way.   In  picking 
peas  or  beans,  care  should  be  taken  that  the  plant  is  not 
uprooted  or  mutilated.  The  young  beets  pulled  in  thinning 
the  rows  may  be  used  for  greens.  Tench  generosity  and  strict 
honesty  in  the  work. 

The  school  garden  is  always  a  missionary  garden,  some 
definite  missionary  enterprise  being  the  rioipient  of  the 
garden  income.  As  the  crop  is  gathered  day  by  day,  the 
children  should  be  taught  to  thank  Him  who  sent  the  rain  and 
the  sunshine  and  caused  the  fruit  to  grow  and  mature.   Teach 
them  to  tithe  the  money  collected  from  the  sales  of  fruit. 


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and  to  keep  accurate  accounts  of  ezpensea  and  income.   This, 
•0  well  as  measuring  the  ground,  planting  the  seed,  making 
the  seed  boxes,  etc.,  Trill  form  the  basis  of  many  practical 
and  interesting  probloras  that  *eTclop  arithmetical  ideas* 

ffUMBKR  WORK:   !?eaoh  measures;   foot,  yardstick,  square 
foot,  square  yard.  A  foot  is  l/s  of  a  yard,  l/s  is  shorter 
than  i,  but  longer  than  i.  a/3  is  oae  whole  thing.   It  is 
the  same  as  2/2  or  4/4.   Three  12' s  are  36.  Find  out  how 
many  inches  in  i  of  a  yard,  i  of  a  yard,  l/3  of  a  yard, 
e/3  of  a  yard,  3/4  of  a  yard. 

Locate  directions  from  the  garden  bed:  north,  aouth, 
east,  west,  northeast,  etc.  Bach  pupil,  before  and  after 
work,  stands  at  the  aouthest  (or  some  other)  corner  of  his 
bed. 

Teach  terms:  area,  perimeter. 

Suggestive  problems  to  be  ''orked  out  objectively  and 
orally  by  second,  third,  and  fourth  grade  pupils: 

1.  On  Mondhy,  the  school  gathered  15  bunches  of  radishes. 
Wiey  were  all  sold  for  5  cents  a  bunch.   James  sold  3  bunuhes; 
Mary  sold  5  bunohe£5;  John  sold  4  bunches;  Alice  sold  2  bunches; 
Dale  sold  1  bunch.   How  much  money  did  each  receive?  All? 
What  tithe  should  be  paid?  How  much  is  left  for  the  missionary 
bank? 


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£•   On  Wednesday,  the  school  gathered  1-J  dozen  bunohes 
of  radishes;  they  were  sold  for  50  cents  a  do^en  bunches; 
how  much  mone/  r^s  received? 

3*  Osorr  gathered  24  radishes  from  his  garden;  how 
many  hunches  could  he  make,  putting  8  in  a  hunch? 

4*  Friday  the  school  gathered  12  hunches;  they  were 
sold  for  5  cents  a  bunch;  how  much  was  received?  "."hat 
tithe  should  he  paid?  How  much  was  left  for  missions? 

5«   On  Monday,  30  Vunohes  of  radishes  were  gathered; 
how  many  dozen  bunches  we-e  thei'e?  They  were  sold  for  50 
cents  a  dozen  bunches;  how  much  was  received.   Find  the 
tithe  and  the  amount  left  for  missions. 

6«  Find  the  ^ole  amount  received  from  the  four  days. 
Find  the  total  amount  of  tithe  and  the  total  amoimt  left 
for  missions* 

7.   18  is  2/3  of  what  number?  24  is  what  part  of  36? 
What  is  2/3  of  27?  Observe  on  a  yardstick, 

8«  My  string  was  5  feet  long;  I  cut  off  1  yard;  how 
long  was  it  then?   Tell  in  feet  and  yards. 

9.  From  a  lin*  3  yards  long,  2  feet  ^ere  cut  off;  how 
many  feet  were  left? 

10.  If  a  rope  is  13  feet  long,  how  many  yards  long  is 
it? 

11.  If  it  takes  1/3  of  a  yard  of  string  to  wind  around 


;8»>  yet 


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1  gnxden  utoke,   how  micli  will  it  take  to  wind  around 
4  stakes? 

12.  A  nickel  is  what  part   of  2  dimes? 

13.  10  cents  is   l/S  of  my  money;   how  much  money  haTe  ly 

14.  One  foot  is  v/hut  part  of  a  yard?     ObserTe  on  a  yard- 
stick. 

15.  Uy  garden  string  18  feet  long  was  out  into  thirds; 
how  long  was  each  piece? 

16.  Count  by  12*8  on  the  yardstick  to  06.      Count  ky  6*8. 
by  S'8.   by  9's.  By  4fs.  by  2*s, 

17.  Idake  a  seed  box  to  hold  4  cubic   incheo.      Y/ht^t  will   its 
dimensions  be? 

18.  Llake  a  seod  box  2  inches  by  2  inches  by  2  inches;   one 
4  inches  by  2  inches  by  1   inch.      Cocipare  with  17, 

0.      Grades  i^ivo  juici   dta. 
i>i;elling 
tirade  five 
Third  Period 
iTfiXCBOQK:     iiale'e   "Primary  ;spea.ler". 
Aii>.>liiiiiiu'ii'2  i     £Hgeu  85  tu  88.      Liuppleuent  as  fur   first 
period. 

Geogrliphy 
Grades  Hmq  and   dlx 
irourth  i'eriod 
XiiXTBOOi:     ilorton'a   "Advanced  Geogrt.jhy", 


-«f  c  - 


'il    o  r^. 


.    .J. 


«»il  II 


»13 


Jl 


ftoZ:toq 


-60- 


Ai.-;jIGfll£iHT:     Pages  25  to  4£  inolusiTe.      In  this  period's 
work,   Eiiike  clear  the  follov/ing  points : 

1,      "Changes  in  the  ilarth's  surface",   pages  ij«  to  27.     Who 
is   "the  prince  of  tho  ])OW»r   of  the  air"?     iiph,   2:2.     Compare  the 
work  of  thiB   "prinoe"  in  nature  with  his  work  in  our   lives, 

5.  "Yegetation",   page  27;    "Animal  iiife"  of  land  and   ocean, 
pages  29  to  ^1.     Clmngeb  wrought  by  rebellion  and  disobedience. 

3.  "iiaoes  of  ken  and  '-^iheir  Distribution",   pages  SI  and 
32.     bee  Genesis  11;      "Biblo  Lessons",  Book  One,   pages  60  to  65. 

4.  "Progress  in  Civilization",   page  33;    "Heiif.ion",   page 
42.      Why  has  man  fallen  to  this  condition?     Horn.   l:21-2b, 

6.  "Occupations  of  Men",   pages  34  to  40.     What  was  the 
chief  occupation  before  sin?     Vihat  will  be  the  chief  occupation 
in  the  new  earth?     Why  are  our  present  occupations  necessary? 

6.  "Govemnont",    pages  41  and   42.     What  changes  iiave 
lately  beon  niade  in  the  foverrunont  of  the  nations?     What  is 
an  Ideal  government?     Vihf:.t  nation  moijt  nearly  approachea  the 
ideal? 

7,  Give     our    or   five  virltten  review  teots  during  the 
period. 

Arithcietio 
Grade     /ive 

Fifth  Period 
?iiX!rMOOK:      iitone-Mil]  is   "Intoriaodiate  Aiithmetic". 
AbdiaWfilttS:  i       Pages  101  to   121. 


:w 


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Hi 

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-61- 


Arithmotlc 
Gxade     Six 

^'ifth  Period 
TMTBOQi::     iitone-Millls   "int  or  mediate  Arithmetic", 
^oijii}.,UM'^:     Pagea   Jc41  to  258. 

d.     Grad«s  boTen  and  Kight 
tt.  a,  HiDtory 
Grades  beven  and  iiight 
/iret  -teriod 

EjiilPBOOk:     Diokson'B   ".Uaerioan  History   for   Qiamiaar 
bohoolB," 

AiiiilOMltillT :     Pages  1  to  99,    "Prom  the   Old   world  to  the  ' 
Hew". 

Help  the  pupil  to   see  the  hand   of   God  in  the  discovery 
and  8ettlei£«nt   of  \he  liev  World,   uijing    "United  tit-.tes  in 
Prophecy"  for   oupplemon"f.ary  worJt.      Gire  attention  to    "Ihings 
to  Homeiaber"  and   "Things  to   Do"  at   the   oloee  of  each  chapter* 
&icouraga   "'iniiigs  to  Head"  for   outside  readinf .      Under    "Por 
Your  Notebook",   keep   up  all  tiap  work  oapecially.      The  v/ritten 
coapot'.iti ona  nay  forca  a  part  of  the    language  -work.     Make  use 
of  the  exoellfant  diagrams,   ohtirts,   .  nd   deTicea   .tor   reviews 
giYen  in  the  uppondices,   pajjea  1   to  21,     The  world  today  is 
making  hiatciy  too  rapjdly  for    any  textbook  to   be  long  up-to- 
date.      Prophecy  in  rapidly  fulfilling,    .iinoo^.rage  pupils  to 
keep  up-to-date  as  far  as  conuiatent  or   profitable  to  tuem. 


Xi.^ 


et 


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itt 


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-S2- 

by  readinK  current  hiatoxy. 

Civics 
Grade  iilght 
i3econd  Poriod  -etrj 

TiJXTBOOK:      Porman*8   "iiosentiale  in  CiTil  Go ver nraent  " , 
^^     A3SI0JB2i3flr:     Lessons  16  to  Z9,  pages  86  to  167;      "The 
County";       Town  GoTerniaent";    "[The  tZownshlp";    "li^dijsBl 
GoTernment";    "'^he  atnte";    "The  atate  Conetitution'*;    "'^he 
State  Lesrislature'*;    "'2he  Governor  and  His  Colleagues"; 
"JudgeB,    Juries,    and   Courts" of  law''; '""'*'ihe  iiai£oriai"'Conati*u- 
tlon";    "Congress". 

Physiology 
ftrade  aeven 
Second  Period 
TaXTBOOK:     Colernan»B   •♦Hygienic  physiology". 
ASoIGNi/Witr:     Pagec  63  to  100,    chapters  4  and  5, '*:i?he 
Muscles"  and   "The   Gircul-tion". 

iianual  Training  (Boys) 
Grades  Fire  to  iilght 
Jecond  Period 
^iiiWliiG  POK  BOYb:     Darning  one  pair  oi  stockings. 
TiiXTBOOK   m  WOODBOiiK  fOR  BuTc. :      "Bench   rtork  for 
Orammar    Grades,"     Boys   take  woodwork  cmly  after   aompiot- 
ing  tho  worl.   in  sawing  required  for  the  period. 

A5;iiaxJMfc:iiT :     Pages  23  to  36.     Problem:     Uatoh  striker, 
lot  a  single  detail  in  those   pages   should  be  overlooked,   and 


£  0^ 


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-63- 


at  the  olos9  or  the  period,  not  only  should  eaoh  boy  ha^e 
finished  hiB  model  in  a  satisfactory  cianner,  but  he  should 
be  thoroughly  familiar  with  erery  item  of  instruction  given, 
?rom  the  start,  insist  on  correct  terminology  in  both  oral 
and  written  work.   Insist  on  correct  handling  of  tools,  neat- 
ness of  bench  and  surrounding  floor,  careful  drawings,  etc. 
Boys  in  fifth  grade  should  not  use  shellac  or  varnish.  All 
should  do  the  work  in  drawing.   Older  boys  who  can  do  first 
grade  work  may  make  additional  models,  and,  as  soon  as  qual- 
ified, original  models;  but  in  every  case,  a  correct  draw- 
ing must  first  be  prepared  and  accepted  by  the  teacher. 

Before  beginning  this  work,  see  that  you  have  a  proper 
place  for  tools  and  materials,  so  that  neatness,  order,  and 
system  may  be  preserved.  Read  the  chapter  on  "Manual  drain- 
ing" in  the  book  "Education",  and  work  toward  the  ideals 
there  set  forth,  Remumber  that  character  building  is  far 
more  important  than  a  few  models  completed.   Your  object  is 
to  make  useful  uen  and  women,  not  merely  match  strikers, 
picture  frames,  easels,  etc.  You  are  working  on  children's 
lives,  not  on  perishable  wood. 

Uark  your  approval  check  at  each  of  the  following  stngee 
of  the  work:   (1)  correct  and  neat  drawing  on  paper;  (2)  pre- 
paration of  wood— cleaning  and  smoothing j   (3)  transferring 
of  the  drawing  to  the  wood;  (4J  sawing  out  the  form;  (5)  smooth- 
Inf  the  edges;  (6)  decorating;  (7)  shellac  or  other  finish. 


r  , 
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That  boy  does  the  best  work  who  does  not  expect  his  file 
and  sandpupez  to  do   the  work  of  eaw^   txy-squaie,   and  plane. 
Ho  decorating  should  be  allowed  to  cover   up  careless, 
slovenly  work.     Viatch  for   lessoxiS  of  spiritual  truth. 
FOB  CHiiJ  HOITiiBUuK 

1.  Working  drawings  of  ciodels  ciade. 

2.  Ijaiaes  of  all  tools  used,  with  a  description  of 
the  copping  saw,   illustrated  by  a  drawing  of  the  saw. 

2.     A  paragraph  on  how  to  read  and  write  the  dimen- 
sions of  a  board. 

. .  J- .. . . 

4.  A  few  paragraphs  on   "i^he  Porosts". 

5.  A  few  paragraphs  on   "{-.hellac". 

6.  Demonstration  of  how  to   draw  a  square. 

All  written  exercises  should  be  recorded  after  the 
class  instruction,   and   from  memory. 

iiiXAiiliiATIQlIb  Am  GBASIHG:     Consider  under   four  heads,  * 
narking  each  on  a  scale  of  25  per   cent  as  follows: 

1.  Textbook  work  —  knowledge   of  tools,   materials,    etc. 

2.  flotebook  work  —  working  drawings,   compositions,    etc 

3.  iiequired  models  finished  —  transfer   of  drawings  to 
wood;   accuracy   in  planing,    sawing,    etc.;   use  and  care  of 
tools;  neatness  of  bench,    floor,    etc. 

4«      Required  home  work  finished  —  helping   father   or 
mother . 

Manual  Training   (Girls) 

Grades  five   to  iiiight 

First  Period 

SiiWUIG  yOB.  GIELii:   TiilXTBOOK:     "iilemuntary  dewing'*. 


•Xll  e 


Vi 


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"to  ao 


,    r/iiii       i,. 


Oii^ 


f.tft£ft>r;rrf    nrsftT  . 


sr 


IS   lo  •! 


un 


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lo 


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-65- 


Part  Two, 

AHiHGUMHUfZ :     So  pago  7.      "XeacherB*  iJaxaial"  for  the 
teacher. 

PupilB  who  have  not  had   the  work  of  grade  four   are 
required  to  zziake  oamplors  demonstrating   their  icnowledge  of 
all  the  Bt itches  taught  in   '^Elementary  oewing".  Part   One* 
This  work  is  absolutely  nece.  sary  before  rmy  advance  work 
will  be  begun.      It  is  not  necessary  that  any  models  in  book 
one  be  made,    except  the  pin  wheel,   page  S4,   and  the   sewing 
bell,   page  8S.      These  are  needed  for  the  pupil's  sewing  box. 

It  is  also  necessary  that  each  girl  have  a  sewing  box 
properly  fitted  with  soiusors,   thimble,   thread,   needles, 
and  emery*     A  common  shoo  box  at   first  will  answer.     Order 
and  neatness,    industry  and  efficiency,  are  essential  lessons 
in  the   sewing  class,     a  girl  who  keeps  a  disorderly  sewing 
box,  whose  work  shows  the  effect  of  soiled  hands  or   cloth* 
ing,   and  who  litters  the   floor   or  the   desk  with  thread,  bits 
of  cloth,   etc.,   may  not  receive  first  grade   in  sewing.     A 
neat  portfolio  uade  of  cover  paper,   and  a  thread  winder  made 
of  cardboard,   are  very  convenient  and  helpful  in  keeping  a 
sewing  box  in  order.      These  simple  models  con  be  ua&e  by  the 
pupils  at  the  dictation  of  the   teacher. 

Required  Models;     A  needleb  ok  and  a  sewing  apron. 

Subatitutions  Allowed :     2he   fifth  grade   is  about  the 
time  in  a  little  girl's  life  wiien  dressing  a  doiil  affords  the 


1  .V'-   . 


ot  ftatl 


a«3x: 


tTftors    .«^fi«ffl  »<f  «frc 


8-:^'©? 


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Boat  charming  pleasuxe.  A  doll's  w^irdrobe  also  gives  a  girl 
en  excellent  Idea  of  the  elements  of  garment  making  on  a  small 
scale,  and  this  lays  the  very  best  foundation  for  real  garment 
making  In  the  grades  to  follow,  f^x  both  these  reasons,  ar- 
ticles from  a  doll's  wardrobe  may,  if  desired,  be  substituted 
for  some  of  the  uodels  and  fancy  work  given  in  the  pupil's 
textbook.   Girls  will  usually  learn  to  orochet  and  tat  without 
consuming  time  in  school  for  these  ornaments.   Createamong  the 
girls  a  spirit  that  nothing  can  be  more  ornamental  than  plain 
sewing  neatly  and  corrently  done.  Patters  for  a  doll's  ward- 
robe can  be  secured  for  a  few  cents  from  any  shop  or  store 
carrying  paper  patterns.   In  purchasing,  be  suze  to  get  the 
simple  patterns.  Do  not  get  those  rec^uiring  "set  in" 
sleeves. 

Girls  In  grades  six,  seven,  and  eight  who  have  neyex   been 
taught  the  stitches  should  learn  these  first,  and  present  them 
on  samplers.   Give  special  attention  to  "fastening  on"  and 
''fastening  off"  the  thread.  The  models  made  by  these  older  • 
girls  should  be  in  keeping  with  their  age,  but  should  involve 
no  stitches  not  correctly  luarned.   Grades  seven  and  eight  is 
the  place  for  learning  the  use  of  the  sewing  trischine,  but  no 
girl  should  be  allowed  to  begin  this  work  imtil  she  has  at- 
tained first  grade  in  handwork  as  to  bOwJt  accuracy  and  spped. 

FOB.  '2m   iSOTiiBOOK:  By  taking  a  emaU  atitch  in  each  corner 
of  each  sampler,  mount  in  a  neat  notebook  made  of  good  qual- 


■i»c- 


-X- 


6 


Tl 


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d" 


*  froftrra 


"in.rf.y^ 


-67- 


Ity  Manila  paper.      Small  models  also  crny  be  mounted,    if 
desired.     Under   the  mounted  article,  write  a  short  descrip- 
tion of  it.     When  finished,   cover  the   book  with  cover 
paper,   which  may  be  decorated  with  an  appropriate  design. 
Frees  all  samples  before  mounting. 

JSXAMIMTIOJfa  AHD  SHADING:     JSxamine  on  two  main  fea- 
tures of  the  work:     first,   quality,   including  neatness  and 
order,   accuracy,   speed,   notebook  work;   second,   quantity, 
including  required  olftSG  work  finished,  and  required  home 
work  finished   (helping  father   or  mother).     Mark  each  on  a 
ccr.le  of  50  per  cent. 

e.      General  iilxeroises 
In  this  section,   as  in  each  of  the   couplet 
sections,   it  will  be 'impossible  to  present  all  the   avail- 
able material.     For   the  most  part  such  work  as  is  done   in 
Music,   penmanship,   etc.,   coincides  very  closely  with  the 
same   line  of  work  given  in  the   public  schools.      The  major 
effort  here  will  be  to  present  lines  of  work  wJiich  differ 
from,   and  are   given  in  addition  to,   the  work  usually  of- 
fered in  a  public  school.      It  is   felt  that  the   regular 
work  of  the  school  is  enriched  because  of  these  exercises, 
and  especially  is  it  felt  that  they  aid  forward  the  impor- 
tant work  of  character  building. 


-qlxOBSb 


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-GB- 


Hal)ltB  of  Christian  Courtesy 
Grades  One  to  jsilght 
?lrot  PerloA. 

Ten  minutes  eaoh  day  should  be  devoted  to  exei- 
olses  of  a  general  nature.    Che  subjects  i^ere  outlined 
for  this  purpose  are:  Monday,  habits  of  Christian  courtesy 
and  personal  hygiene;  Tuesday,  drills  In  the  use  of  cor- 
jfeot  iingllsh;  Thursday,  pronunciation  drills;  Friday,  history 
and  current  erente.   Perhaps  the  best  time  for  tuese  exBX- 
clues  Is  Immediately  following  the  opening  exexcises  of  the 
day,  both  together  occupying  about  twenty  minutes.   If  the 
penmanship  drill  follows  the  general  exercise,  both  of  these 
may  be  omitted  on  Wednesday  mornings,  and  the  ontire  iialf 
hour  from  9iOO  to  9;30  be  given  to  the  weekly  junior  Mis- 
sionary Volunteer  meeting,  which  may  be  consider od  one  of 
the  general  exeroises. 

Work  to  eatabllsh  the  following  courteous  habits 
In  the  pupils,  selecting  them  in  the  order  in  which  they 
seem  to  be  most  needed.   Choose  any  five  for  special  atten- 
tion each  period. 

1.  Greeting  the  teacher  ch«>orfully  each  morning  as 
■con  as  the  schoolroom  Is  entered,  saying,  "Good  morning. 
Miss  ";  at  the  close  of  the  day;' Good  night.  Miss ", 

2.  Saying,  "Please",  "'i'hank  you",  "I  beg  ;/our  pardon", 
at  all  proper  times. 


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3.  Hot  Interrupting  the  teacher  or  a  schoolnnte  at 
any  time. 

4.  Close  attention  to  lessons  when  some  one  knocks 
at  the  door. 

5.  Greeting  visitors.   Introdiictions  —  distinct 
enunciation  of  names. 

6.  Offering  a  risitor  a  book  indicating  the  loca- 
tion of  the  lesson  being  recited. 

7.  Watching  for  opportunities  to  asoist  the  teacher, 
or  add  to  her  cot. fort  —  offering  a  book,  picking  up  a 
fallen  article,  drawing  a  blind  to  shut  out  sun  that  may 
b»  shining  unpleasantly,  bringing  a  ciialr  lihen  a  risitor 
enters,  cleaning  the  blackboard,  bringing  a  glass  of 
water  at  recess,  sharpening  pencils,  etc.  Thought fulness 
to  uother  or  father  at  homa. 

8.  using  the  customary  polite  form  in  responding 

to  question  —  Yes,  ma'am<  Yes,  sir;  Ho,  ma'am;  Ijo,  sir; 
or  Yes,  Miss  . 

9.  Boys  lifting  huts  to  lady  acquaintances  on  the 
street,  and  no  hats  worn  in  the  house  —  at  home  or  at 
school. 

10.  Uot  whispering  in  school  or  in  ohuioh,  or  in 
company. 

11.  Avoiding  boisterous  words  or  actions,  especially 
on  the  streets;  vsing  no  rough,  rude,  or  angry  language 


:fff    «v1  -4/11  ff\ n  .in  • 


ay: 


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-70- 


aaywhere, 

12.   Good  maimer 8  at  the  table;  promptness  when 
meals  are  announced;  waiting  one's  turn;  when  to  begin 
to  eat,  how  to  eat;  use  of  napkin,  Jcnife,  fork  and 
spoon;  how  to  aak  for  food;  oriticism  of  food;  talk-     • 
Ing  about  iinpleasant  topic o;  when  and  how  to  leave  the 
table;  use  of  toothpick,  eto. 

13.   Trying  to  help  someone  every  day. 

14,  Bono  word  or  act  of  kindness  to,  or  interest  in, 
a  new  schoolmate, 

15,  Quietly  talking  about  the  schoolroom,  shutting 
doors,  handling  books,  etc. 

16.  Hot  interrupting  school  by  coming  tardy  or  leav- 
ing the  room  durlnf  recitation  hours.   Being  on  time  at 
church  and  not  interrupting  the  service  by  leaving  before 
the  benediction. 

17,  Sitting  with  parents  at  church;  giving  attention 
to  service.  Joining  in  general  forms  of  vvoruhip,   not 
noticing  those  coming  in. 

18.  I'iot  crowding  and  pusiiing  to  get  6he  best  plac« 
around  the  stove,  on   the  playground,  in  a  street  car,  etc. 
Sot  talking  about  one's  self. 

19.  Boys  letting  women  and  pirls  pass  first,  and  when 
going  through  a  doorway  or  gateway,  opening  '-he  door  or 
gate  for  them. 


!■ ; .  '■-  r  !'■ 


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f.'iilwi 


fiidf    <tOiil 


-71- 


20.  ^iharlng  one's  poBuesHions  with  otnexB;  treating 
others'  property  carefully;  not  misusing  school  property. 

21.  Being  perfectly  quiet  diu:in£;  worship,  at  home  or 
at  school;  eyes  closed  during  prayer. 

22.  Being  & ir  in  all  games. 

25.  flerer  teasing  a  schoolmate,  especially  a  younger 
child,  nor  malclng  fan  of  others. 

24.  never  disputing  with  any  one.   If  obliged  to 
differ,  say,  "Pardon  me." 

'25.  Removing  rubber  overshoes  before  entering  room; 
keeping  books,  etc.,  in  their  places  at  home  and  at  school; 
and  being  thoughtful  not  to  make  work  for  others. 

These  courtesies  may  be  the  basis  of  a  pupil's 
period  grade  in  courtesy.   They  will  need  to  be  taught 
both  by  precept  and  by  example,  especially  the  latter. 

To  aid  in  establisning  these  habits,  this  list  of 
courtesies  may  be  typevritten  and  posted  in  two  places  in 
the  schoolroom,  where  boys  and  girls  may  freciuently  look 
thea  ov  er . 

Monitors  may  also  be  appointed  by  turns  to  answer 
knocks  at  the  door,  receive  visitors,  note  that  children 
remove  their  rubbers,  adjust  window  shades,  etc.   Let  pupil 
check  up  his  own  coiirtesy  account  once  a  week,  noting  the 
noober  of  the  courtesy  habits  not  yot  formed,   ^ign  the 
slip  and  file  on  the  spindle  at  the  teacher's  desk. 


10   ^tm-^'.' 


Qi 


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a' 


r^\      ^fii^l-Tl      fiQ  t<I<in 


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0IU«    c 


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Well  ohooen  mottoes  placed  eaoh  lionday  moxaing 
on  the  blackboard  will  help  to  keep  the  mind  in  the  right 
channel.  Here  are  a  few: 

"Uourteay  is  to  do  and  say  the  kindest  things  in  the 
kindest  way." 

"^Fhatsoerei  ye  would  th;  t  men  should  do  to  you,  do 
ye  eTen  so  to  them." 

"^ight  makes  might." 

"Courtesy  is  the  finest  flower  of  nuily  character." 
Habits  of  Practical  Hygiene 
Grades  One  to  ^ight 
Jlrst  Period 

CORRSCT  PO;iTUEii:      In  sitting,   standing,  walking, 
and  working. 

TiiiSTH:     Brushing  the  teeth  twice  daily,    after   break- 
fast and  after   supper.     ifeTei  pick  the    teeth  with  a  pin. 
Regular   semi-annual  visit   to  a  reliable  dentist.        Explain 
the  structure  of  the   teeth,  and  why,   \.'hen  uncared  for  ,  the 
teeth  ache,     iilxplain  }iow  to  brush  the  teeth,  what  to  use, 
and  how  to  use  dental  floss,     iixplain  why  the  teeth  should 
be  brushed  at  night. 

HiiALTH  i>2A'*^iiIifc.iiT :     *2ha  purpose  of  these  general  exer- 
cises is  not  to  provide   ooraething  to  fill  up  the  daily  pro- 
gram, but  to  put  forth  an  earnest,   systematic,  persevering 
effort  to  help  our  boys  and  girls  establish  right  personal 


cr    ,.,;■• 


".tOvTO  •-•-.-...  . 


iii\ 


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va  e"s; 


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-73- 


hablta  -*  habits  that  will  be  eecond  nature  by  the  time  the 
child  completeB  the  eighth  grade*   "j:iterzial  ▼Igilanoe"  is  the 
price  of  aotunlly  establishizig  these  habits.  Children  need 
constant  checking  up;  and  for  this  reason,  regular  grades  in 
habit  formation  as  well  as  In  any  book  subject,  should  be 
given  to  the  pupils,  and  no  child  desurTes  a  passing  ^rade  in 
physiology  who  does  not  practice  the  health  principles  taught 
in  these  general  exercises,  is  an  aid  in  this  direction,  the 
Dational  Tuberculosis  Association  has  issued  the  following 
interesting  and  suggestive  statement  of  health  habits  for 
use  of  children: 

1.  I  washed  my  hr  nds  before  each  meal  to-day, 

2.  I  washed  not  only  my  face,  but  my  ears  and  neck, 
and  I  cleaned  my  finger  nails  to-day. 

3.  I  tried  to-day  to  Keep  fingers,,  pencils,  and  every- 
thing that  might  b«  unclean,  out  of  my  mouth  and  nose. 

4.  I  drank  a  glass  of  water  before  each  meal  and 
before  going  to  bed,  and  drank  no  tea,  coffee,  or  other  in- 
jurious drinks  to-day. 

5.  I  brushed  my  teeth  thoroughly  in  the  morning  and  in 
the  evening  to-day, 

6.  X  took  ten  or  more  slow,  deep  breaths  of  ;freBh  aiz 
to-day, 

7.  I  exercised  outdoors  or  with  windows  open  more  than 
thirty  minutes  to-day. 


•i'  -uoioo  bltAo 

9At  ,aolio  ;xex«              :^-^  oai»4t  at 

i^T  n? -jclrratocf                t  ^tnH 

,v  >h-r  f  {■<!.ii':   .f^fj                                           t   hs/lERtr  I       ,/ 


n..,'-i.  '■ 


,i5j^-o«    isjur.i^  ^Ji, 


-74- 


8.      I  was  In  bed  ten  hours  —  xmder  nine  years, 
•levon  hours;  xmder  thirteen,   ten  hours;  above  thirteen, 
njne  hours  --  or  more   last  night,  and  kept  my  window  open. 

9-      I  tried  to-day  to  sit  up  and  stand  up  straight, 
to  eat  alovvly,   and  to  attend   to  toilet  and  eaoh  need  of 
oy  "body  at  its  togular  time. 

10.  I  tried  to-day  to  xeep  neat  and  ohoerful  con- 
stantly and  to  be  helpful  to  others. 

11.  I  took  a  full  bath  on  each  day  of  the  week  that 
ic  checked  x« 

Lieventy-two  points  of  obedience  to  the  health 
rules  in  one  week  make  a  perfect  record.     This  requires 
daily  practice  of  the  firat  ten  rules,   and  a  full  bath 
taken  on  eaoh  of  two  days.      If  a  bath  is   taken  more  than 
two   days  in  one  week,   the  extra  mark  thus  earned  may  be 
counted  to  make  up  one  of  the  other  rules  not  kept  in  that 
week. 

J\mior  Work 
tirades  Une  to  iiiight 
First  Period. 
POH  5!Hii  TjiACHii..:     "Junior  Missionary  Volunteer  Man- 
'^'il"*     1  t  Sijher  who  really  understands  that  the   junior 
work  IB  the   spiritual  welfare  of  the  children  and  is  there- 
fore not   confined  to  certain  exorcises  arr Ringed   in  the  dally 
school  program,  will  begin  this  work  several  days  —  a  week, 
if  possible  —  before  the    school  yi^ar   opens,     as  she  meet  a 


.  ■■'■<; 


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-76» 


the  children  who  axe  to  be  under  hex  oare,  hex  first  thought 
will  te,  "How  oan  I  win  this  ohild  for  Jesus?"  And  this 
thought  will  continue  with  her  as  long  as  she  has  charge  of 
the  school,  and  even  after  the  school  year  is  over,  and 
teacher  and  pupil  are  far  apart.  '2he   junior  work  is  the 
BOttl  burden  that  the  children's  Friend  places  upon  the 
teacher 'a  heart.  And  If  we  would  do  His  work,  we  too  auch 
be  the  cliildren's  true  friend. 

The  Junior  society  is  one  Important  foeans  of 
fostering  the  growth  of  the  spiritual  nature,  and  it  should 
be  organised  tho  very  first  week  of  school.   The  prayer  bands 
also  should  be  started  as  early  as  possible;  and  the  very 
first  Friday  afternoon,  the  first  conseoreation  laeeting  should 
be  held. 

Ihe  "Junior  iliBsionary  Volunteer  Manual"  gives 
definite  instruotlon  regarding  all  the  details  of  thia   impor- 
tant phase  of  out' church  school  work.  Wednesday  morning,  in 
connection  with  the  opening  exercisos  of  the  school,  is  the 
usual  time  for  this  general  exercise.   The  Church  Officers* 
Gasette  furnishes  valuable  help  for  the  society  programs. 
!i;he  entire  school  unites  in.  this  exercise. 

Pronunciation  Drills 
Qrades  One  to  ^ight 
rixiit   Period 

All  education  is  for  the  purpose  of  cr^aracter 
building.   In  speaking  and  oral  reading,  nothing  more  cor- 


ti9tblido  wit 


i>iut  ttntvn 


iH    9Si} 


iiOJVfi   oo^ 


I    ft'  Idhui.  &J 


t  8«cei£. 


DJ, 


till- 


lit  f^niittoia  %£, 
•AS  al  ,Ior.  ') 
*tiseoit1tO  xioxBUw  •; 


.610  f(  dcf 

»-  f'  ** 

i  fioiJ  .li   •i'l;x'-  -.t ;. 

9tt  dosirdo'ftuo  )c  ma.'ulq'  tnat 


**ii; 


DO  XXJl 


-76- 


tainly  roveals  culture  than  cleur,  distinot  articulation; 
and  nothing  more  quickly  revaule  the  lack  of  caroful  train- 
ing thEn  poor  articulation,   some  one  has  truthfully  said* 
"mJO.   indi&uinot,  nujuhled  uentenoe  indicateu  inaccuracy, 
oaielei3snes8,  or  laslness.  A  distinct  articulation  in- 
dicates Belf-control,  energy,  carefulnoaa,  and  courage," 

In  the  spirit  of  prophecy,  we  have  the  follow- 
ing instruction  on  this  point; 

"V/e  should  be  careful  not  to  give  ail  incorrect 
pronunciation  of  our  words."  "In  ro?idii:ig  or  in  recitation 
the  pronunciation  should  be  clear.  A  nasaJL  tone  or  an  un- 
gainly attitude  should  be  at  once  corrected.  Any  lack  of 
distinctness  should  be  marked  as  defective." 

"If  those  who  have  defeats  in  their  nanner  of 
utterance  will  subuit  to  criticism  and  correction,  they 
may  overcome  these  defects.   !;;?hey  should  per  server  ingly 
practice  speaking  in  a  low,  distinct  tone."  "I'hey  should 
leurn  to  speak,  not  in  a  nervous,  hurried  Ltamier,  but  with 
Blow,  distinct,  clear  utterance,  preserving  the  music  of 
the  voice."  —  "Counsels  to  Teachers",  pages  238-240. 

"Voloi  k-ulture  should  be  taught  in  the  rej^ding  class; 
and  in  other  classes  the  teacher  should  insist  that  the 
students  speak  distinctly,  and  use  words  which  express 
their  thou|:ht8  clearly  find  forcibly."  -  "'-ounsels  to 
Teachers",  page  216. 


erso* 


3ft5  ac 


n>.;r«_ijt)»>'" 


i   ;Jj«i 


JiU*  i^^-i  •JV 


J,V/( 


-77- 


To  aid  the  taixher  in  carrying  out  this  in- 
Btruotion,  the  following  drille  are  arraxiged;and  Binoe 
all  pupilB  need  praotioally  the  same  Instruction  in 
articulation,  tuese  drills  are  planned  for  a  general 
exercise  once  a  week  --  five  weeks  in  a  period.  Ar- 
ticulation has  to  do  with  conaonunte;  purity  of  tone 
l8  secured  through  correct  vowel  so  4id8.   The  drills 
should  be  brisk,  energetic,  systematic,  and  tbebest 
results  will  be  secured  by  individual  ai*J  not  concert 
recitations.  They  are  presented  in  the  following 
Qjrder :  Juiquids,  1,  r;  labials,  m,  f,  v,  b,  w,  p; 
dentals,  s,  sh,  z,  th,  sh,  j,  d,  t;  palatals,  k,  g,  y; 
aspirate,  h;  nasals,  n,  ng,  vowels,  a,e,  1,  y,  o,  u. 
?IRii7  ^jit^i   liquids  1,  r;  labial  m 

1.  1:  late,  loai,  lact,  large;  boll,  ball,  tall, 
still,  fill;  yellow,  lonely,  lig.tly,  lily,  lovely, 
losely,  fulfill. 

The  lad  left  long  lines  along  the  lonely  landscape. 

Large  bells  excel  in  loudness. 

We  all  long  for  life  and  love. 

E,  r:  tIaI,  rail,  roar,  rare,  for,  soar,  fear,  heart, 

depart. 

Bound  the  rou^  and  rugged  rooks  the  ragged  raucal  ran. 

He  hurried  round  aa  he  hears  tiie  rattle  and  roar  of 
the  rear  oar  on  the  railroad. 


i\.   *t 


•  a^T    A^:: 


f  ^ 


t  •  « 


'J  -U J 


f       c 


•  ->.l.ii:XW^J;       ,'<^k»uOl 


fooxfi   aXlacf   saiA. 


,  ftHftib 


•as  ttc    tec 


-78- 


Z,     rl:  anarl,  -rhirl,  furl,  girl,  twirl. 
4*  m:  Idany  men  make  much  money. 

The  miserable  mule  moves  mournfully. 

The  -vild  man  numbers  many  in  his  merry  family. 

5.  Im:  elm,  helm,  film,  overwhelm. 

6.  rm:  arm,  harm,  farm,  oharm. 
SECOffi)  WEEK:  labials,  f,  v. 

1.  f:  full,  fall,  rough,  cuff,  muff,  tfough,  cough, 
laugh,  Philip. 

2.  fl:  fling,  flat,  flute,  flee,  float,  flail, 
ITie  flaming  fire  flashed  fearfully  in  his  face. 

3.  If;  self,  shelf,  wolf,  gulf,  elf,  pelf. 

4.  fr:  fry,  frank,  frill,  frisk,  freak,  freeze, 
rf :  soarf,  wharf,  dwarf. 

5.  mf:  triumph. 

6.  t:  very,  vain,  vase,  love,  save,  hive,  move. 

For  fear  of  offending  the  frightful  fugitive,  the 
vile  vagabond  ventured  to  vilify  the  venerable  veteran. 

7»  Iv:  shelve,  delve,  twelve. 
THIRD  WEEK:  labials,  b,  w. 

1.  b:  bar,  bear,  big,  bug,  rob,  bob,  rib,  rub,  knob. 

2.  bl:  blaok,  blind,   blister,  bubble,  nibble,  double, 
pebble.     A  bootblaok  blacked  a  black  bootblack's  ila-ck  boots. 


.  -'Il 


^i-'SC 

ism 

m 

f 

,n- 


-fMI  Ci 


,  U£' 


,      t    :rrl 


.  fi' 


«©.trr>'f 


-79- 


Z,     br:  bring,  bright,  brook,  broke,  brush,  braTe, 
break.  The  grave  boy  bore  brarely  his  broken  arm. 

4.  lb:  bulb. 

6.  rb:  curb,  barb,  herb. 

6»  w:  west,  wish,  wear,  will,  wall,  went,  wool,  wood. 
William  was  wishing  to  wind  the  watch. 
She  warrant  for  the  wanderers  was  wisely  withheld. 
FOURTH  WB£K:  labial  p 

1.  p:  pan,  pay,  pick,  peep,  deep,  weep,  baptize,  Jupiter. 

£•  pi:  play, plot,  plat,  platter,  people,  steeple. 

3.  pr:  prim,  pray,  praise,  promise,  prick,  prone,  prop. 
Peter  Prangle,  the  prickly  prangly  pear  picker,  picked 

the  i^rickly  prangly  pears  from  the  prangly  pear  trees  on  the 
pleasant  prairies. 

4.  Ip:  help,  scalp. 

5.  rp:  carp,  harp,  warp. 

6.  mp:  limp,  hemp,  gii^p,  dump,  clump,  stump,  bump,  thump, 
trunqp. 

FIFTH  WBBK:  dental  s,  sh  (ch,  ti,  ci,  ce,  si,  ae,  s,  c) 

1.  s:  sale,  cell,  cease,  ceiling,  cylinder,  celebrate. 

2.  si:  slow,  slam,  slip,  sleep,  sleek,  slush. 
2.  am:  small,  smell,  smut,  smash,  smear. 

4.  sf:  sphere,  sphinx. 

5.  «v;  swift,  swing,  sweet,  sweat,  swab,  swell. 

6«  ap:  spell,  spill,  spore,  spin,  lisp,  clasp,  wasp. 


,«** 


,ana  flfj^cni 


,ii' 


zaew  Bi 


>i^^i'-     , 


>(^iiit 


«80- 


7.  sh:  ship,  shun,  shove,  chaiae,  nation,  action, 
motion,  special,  ancient,  ocean,  pension,  nauseous,  sure, 
sugar,  associate,  Asia,  conversion. 

8.  rsh:  harsh,  marsh. 

History  and  Current  Svents 
Grades  One  to  Eight 
First  Period 
This  exercise  may  he  readings  or  stories  from  history, 
either  general  or  United  States.  Encourage  the  older  pupils 
to  gather  the  most  important  events  of  the  week,  and  recount 
them  to  the  school  on  Friday,  or  the  day  given  to  this  exercise. 
The  progress  of  God's  work  in  the  earth  should  form  a  part  of 
this  report.  Bach  school  should  take  a  good  periodical  for 
this  work.  The  Independent  or  the  Literary  Digest  is  excellent 
for  the  teachor,  but  too  advanced  and  voluminous  for  most  of 
the  pupils.  The  Path-finder  is  used  in  many  schools,  and  is 
perhaps  as  good  as  any. 

Drawing 
Grades  One  to  Sight 
Fourth  Period 
SPBCIAL  FFiATDHES:  Decoration  of  handicrafts;  stenciling 
and  block  printing;  application  of  designs  studied  in  third 
period;  drawing  of  seasonable  subjects  in  nature.  For  grades 
five  to  eight,  study  of  objects  having  three  dimensiona  — 


.■i1^-    . 


CGC. 


•J  U.>i.U.U  J*.' 


■£X: 


.'GCiliJ!::     O. 


-81. 


sphere,  cone,  prism,  and  cylindi^r  forms;  finding  propor- 
tions by  sight  measurements;  pencil  or  crayon  shading  for 
relief  effects.  Applio/ttion  of  rpnere,  cone,  prism,  and 
cylinder  forms  to  still  life, 

MSDIUUS  AliD  TIMS:  Same  as  in  previous  periods. 

APPLICATION  AKD   ADAPTATION 

Construction;  For  primary  grades,  paper  mat  weaving  de- 
signs; paper  folding  and  design  cutting;  stick  printing  and 
stenciled  designs  on  paper  bookmnrks;  allover  wall  paper  de- 
signs for  doll  houses  —  designs  from  paper  folding  and  cut- 
ting; symmetry  of  designs;  draw  designs  from  paper  folding 
and  cutting* 

Woodwork  and  Construction;  Per  upper  grades,  original 
and  decorative  designs  for  necktie  rack;  nature  borders  for 
cardboard  boxes;  pictures  of  finished  models. 

Reading;  Appropriate  illustrations  for  peems,  "January" 
and  "February",  Book  Six,  images  146,  149. 

Geography;  Relief  map  'ork  rith  papier-mache. 

Physiology;  Drawing  of  kinds  of  teeth  and  section  of 
tooth  for  notebook. 

PICTUHB  STUDY  AND  STOHIES  OP  ARTISTS 

1.  Plockhorst:  Blesaing  the  Children:  Guardian  Angel; 
The  Holy  v^'omen  at  the  Torab  of  Christ;  On  the  Way  to  Emmaus; 
The  Good  Shepherd;  Summer  Pleasures;  Flight  into  Egypt;  Entry 
of  Christ  into  Jerusalem;  Christ  and  Peter;  Christ  the  Consoler; 


dq« 


^<f   B: 


ia 


"IxftV  J  ii'il' 


l>na 


-'^I>« 

-w*^" 


Apparition  to  the  Shepherds;  eto, 

£•  S.  J.  Carter:  Little  Foxes;  An  Interesting  Family; 

Little  Freehold. 

3.  G.  A.  Holmes:  Can*t  You  Talk?  Which  Do  you  Like? 

KiBS  Me;  After  7'ork. 

Ifusio 

Grades  One  to  Pour 

Fourth  Period 

TEXTBOOK:   "The  ProgresRive  ilusic  Series",  One-Book 

Course. 

ASSIGHMENT:  Chapter  4,  pages  21  to  26. 

For  page  £3,  stibstitute  th(  se  vroras: 

The  baby  in  the  manger  lay. 

The  dear  little  Jesus  upon  the  hay* 

And  angels  of  light,  and  angels  so  bright. 

Saw  dear  little  Jvsoa  that  birthday  night. 

Tho  mother  saw  the  baby  fair. 
The  dear  little  Jesus,  her  jojrful  care; 
The  angels  of  light  sang  songs  of  delight, 
When  dear  little  Jesus  was  born  that  night. 

The  father  watched  the  baby  denr. 
The  dear  little  Jesus,  why  should  Ho  fear? 
For  angels  of  love.  His  Father  above. 
Protected  the  dear  little  child  of  lovo. 

On  page  24,  change  "the  fairies'  home  to  "the  trav'lers' 

home." 

On  page  25,  substitute  these  words: 


6> 


Hi-  J>'^'-     . 


"  ttturOd 


ffO 


-8  a. 


Do,   re,  ml,   fa,  mi,   rel  Hear  how  'te  eingl 
Re,  mi,   fa,   so,   fa,   ^il   .Softly  "e  slngl 
So,    la,   no,   fa,   tl,   la,    so*  Loud  let   it   rlngi 
Oh,  certainly,    certainly,  well  we  can  slngl 

The  characteristic  feature  of  the  mu3ic  for  thia 
'^period  is  recurring  diatonic  figures,  varied. 

In  teaching  the   songs,   follow  the   snraa   "five  steps'* 
as  described  for  the  first  period.     See  pages  136  and  137. 

The  tone-words  to  be  transferred  to  perception  cards 

and  memorized  this  period  are: 

do-re-ml  mi-re-do  do-re-mi-fa  fa-mi-re-do 

re-mi-fa  fa-mi-re  re-mi-fa-ao  so-fa-mi-re 

ni-fa-30  80-fa-mi  mi-fa-so-la  la-so-fa-a4 

fa-so-la  la-80-fa  fa-so-la-ii  ti-la-so-fa 

BO-la-ti  ti-la-so  80-la-ti-do  do-ti-la-so 

la-ti-do  do«ti-la  la-ti-do-ra  re-do-ti-la 

ti-do-re  re-do-ti  ti-do-re-mi  rai-re-do-ti 

Grades  Five  to  Eight 

Fourth  Period 

TEXTBOOK:     "The  Progressive  Music  Series,"     One-Book 

Course* 

AS3IGHMENT:  Chapters  14  to  16,  pages  72  to  83,  omitting 
the  first  study  on  page  83.  On  page  81,  change  fgypay  girls" 
to  "boys  and  girls". 

SPECIAL  PROBLKMS:  Two-part  singing;  the  dotted  quarter 
note  to  a  beat;  tho  quarter  and  eighth  notes  to  a  beat;  melo- 
dies in  the  harmonic  minor  scale* 

Give  constant  drill  on  tone-words,  selecting  those  most 
needing  drill* 


Hir 


.©0. 


«-»r:7  !' 


b  ^tb99a 


-i)4- 


Haziy  of  our  well-known  Sabbath  school  hpana  form  the 
very  best  hasis  for  musio  drill? •  Children,  when  properly 
trained,  do  not  enjoy  the  husks  of  chef.p  songs. 

Supervised  Play 

"The  question  of  suitable  recreation  lor  their 
pupils  is  one  that  teachers  often  find  perplexing,  Gymnaetio 
exercises  fill  a  useful  place  in  many  schools;  but  .  .  . 
exercise  in  a  gymnasium,  however  well  conducted,  cannot  sup- 
ply the  place  of  recreation  in  the  open  air,  and  for  this  our 
schools  should  afford  better  opportunity." 

"So  far  as  possible,  facilities  for  manual  training 
should  be  connected  with  every  school.  To  a  great  degree  such 
training  would  supply  the  place  of  the  gymnasium,  with  the 
addi+ional  benefit  of  affording  valuable  discipline." 

•*A8  a  relaxation  from  study,  occupations  pursued  in 
the  open  air,  and  affording  exercise  for  the  ^vhole  body,  are 
the  most  beneficial.  No  line  of  manual  training  is  more 
valuable  than  agriculture." 

"The  little  child  finds  both  diversion  and  develop- 
ment in  play;  and  his  sports  should  be  such  as  to  promote  not 
only  physicnl  but  mental  and  spiritual  growth.  As  he  gains 
strength  and  intelligence,  the  best  recreation  will  be  found 
in  some  line  of  effort  that  is  useful." 


oi 


?l. 


ijsctci  rj.i^siii 


av 


ycr. 


al 


-86- 


"To  strengthen  the  tje  of  sympathy  between  teacher 
and  student  there  are  fe^  means  that  count  so  much  as  pleasant 
association  together  outside  the  schoolroom*  In  some  sohoolB 
the  teacher  is  always  with  his  pupils  in  their  hoxzrs  of  recrea- 
tion. He  unites  in  their  pursuits,  aecorapfinies  them  in  their 
excursions,  and  seems  to  make  himself  one  ^-rith  them*  V/ell 
would  it  be  for  our  schools  'ere  this  practice  more  generally 
followed."   —  "Muoation",  pages  210,  £17,  £19,  £16,  213. 

The  teacher  should  give  earnest  study  to  the  prin- 
ciples the  Lord  has  given  us  on  the  subject  of  proper  recrea- 
tion, found  on  pages  207  to  ££8  of  the  book  "Education"  and 
else's^here,  and  be  guided  by  this  Instruction  in  the  use  made 
of  the  following  plays  and  sports  given  for  the  recreation  of 
"the  little  child".  See  also  "School  Atanual",  pages  69  and  60. 

The  above  epeoimens  of  the  elementcry  ctarrioulna 
show  how  carefully  and  in  -^at  detail  the  work  has  been  out- 
lined for  the  individu£il  teacher.  This  course  as  presented  is 
used  in  all  elementary  Seventh  Day  Advent i at  Schools  in  the 
United  States.  By  following  such  a  uniform  course  it  is  pos- 
sible for  a  child  to  be  transferred  from  a  school  in  I<Iassa- 
ohusetts  to  a  school  in  California  in  mid  term  without  material 
loss  of  time  to  the  student.  His  books  required  are  the  same; 
the  California  teacher  is  following  practioally  the  same  out- 


,0Q 


-80- 


line  of  "ork,  nnd  '^ill  be  in  approximately  the  samo  pla^o, 
as  the  tenoher  had  renohed  In  the  school  rrhioh  he  left# 
There  will  be  a  fe^  variations,  of  oourse,  to  meet  the  local 
state  requirements  In  the  state  in  whioh  the  ohuroh  school 
is  located.  In  nearly  all  localities  the  church  school 
teacher  renders  to  the  city  or  county  superintendent  an  annual 
report  of  the  'jfork  of  her  school  on  blanks  provided  by  him. 
Frequently  such  public  school  officers  visit  the  church  school, 
cooperating  with  the  teacher  there  as  he  does  -Ith  other 
teachers  in  his  district.  Such  cooperation  is  much  appre- 
ciated for  it  aids  the  church  school  teacher  to  keep  her  work 
up  to  standard  v.ith  the  public  school  work  near  her. 

III.      METHODS  EMPLOYED 
1.  In  Ungraded  Schools 

Our  MiSBion 

"Gather  the  children;" 
"For  the  day  of  the  Lord  coraeth, 
For  it  is  nigh  at  hand." 
Joel  2:16,1. 

Our  Motto 

Every  child  in  the  church 
A  member  of  our  own  school; 
Every  child  in  the  school 
A  worker  for  the  Lord. 


-.Ci7» 


OxiT   Purpose 

"'That  our  sons  may  be  as  plants 
Grown  up  in  their  yiuth; 
That  our  df.ughters  may  be  as  cornerstones. 
Polished  after  the  similitude  of  palace." 

Psalm  144:1£« 

Our  Goal 

"Higher  than  the  highest  human  thou^t  can  reach 
ifl  God's  ideal  for  His  children.     Godliness  -  godlikenees  - 
is  the  goal  to  be  ro^'ched".     True  education  "awakens  a  desire 
to  reach  God's  ideal".      It   is   "ameducat Ion  thax    La  as  high 
as  heaven  and  as  broad  as  the  universe;   an  education  that 
can  not  be   completed  in  this   life,   but   that  will  be  continued 
in  the  life  to  come;   an  education  that   securer  to  the  suc- 
cessful stuaent  his  passport  from  the  preparatory  school  of 
earth  to  the  higher  grade,   the  school  abore." 

-  Education,    pages  18,    19. 

With  suoh  objectives  as  these  before  Seventh  Day 
Adventist  teachers,   it  will  be  seen  at  a  glance  that  public 
school  methods  alone  will  not   suffice.      Believing  Chtist's 
Second  Coming  is  near  at  hand  and  that   it  is  the  chief  busi- 
ness of  parents,   teachers,   and  church  members  to  prepare  them- 
selves and  their  children  for  that  event,   an  air  of  serious- 
ness and  a  degree   of  intensity  pervades  the  "ork  of  the  elemen- 
tary school  not   characteristic  of  elementary  schools  generally. 

In  Counsels  To  Teachers,  page  166,  we  find,    "If  ever 
we  are  to  work  in  earnest   it  is  now.     The  enemy  is  pressing  in 
on  all   aides  like  a  flood.     Only  the  power  of  God  can  save  our 
children  from  being  swept  away  by  the  tide  of  evil.     The  re- 
sponsibility resting  upon  parents,   teachers,   and  church  members, 
to  do  their  ^art  in  cooperation  with  God,    is  greater  than  'i^orde 


ja 


&a9a 


n-Ifl    ft*r 


y     fy  f: 


rA  iiiu 


'tr-lf      *»    •'  '4 


can  express •" 

Such  a  statement,  however,  is  not  to  be  interpreted 
to  mean  that  Seventh  Day  Advent! 3t  elementary  achoolB  are 
prison  houses  or  places  of  gloom.  2hey  are,  on  the  contrary, 
places  of  "business"  Trhere  children  and  teachers  rrork  to- 
gether in  loving  fellowship,  surrounded  by  the  sunshine  of 
God's  love.  The  material  environment,  -  buildings,  grounds, 
etc.,  while  in  many  instances  not  all  that  could  be  hoped  for, 
are  always  T.he  best  that  the  patrons  are  able  to  provide. 
All  this  aims  to  say  but  one  thing,  viz.,  that  in  so  far  aa 
it  is  possible  to  do  so  consistently  in  the  realization  of 
satisfactory  results,  non-essentials  are  omitted  from  the  work 
of  the  elementary  school. 

Time  ia  an  iniportant  element,  hence  the  large  amount 
of  alternation  and  correlation  noticeable  in  the  section  on 
the  treatment  of  the  elementary  curriculum.   It  has  tsen  noted, 
too,  that  the  Bible  is  raade  the  foundation  of  the  work  of  each 
subject  in  every  grade.  V/ith  these  introductory  remarks,  we 
proceed  to  consider  the  Seventh  Day  Adventists'  idea  of  the 

a.  Natixre  of  Eduoation. 

t 

In  the  two  books,  "Education"  and  "Counsels  to 
Teachers",  are  set  forth  the  best  material  available  on  this 
topic.  For  that  reason  a  number  of  quotations  will  be  taken 
from  them.   In  answering  the  question.  What  is  Education?,  the 
author  of  the  book  "Education"  says,  "Our  ideas  of  education 


*\ 


.viii' 


n- 


-ae- 


MJ5 


-39- 


take  too  xiairow  and  too  low  a  runge.  There  is  need  of  a 
broader  suopo,  a  higher  aim.  i'rue  eduoation  means  more 
than  the  purusal  of  a  certain  uor.rae  of  etudy.   It  means 
more  than  a  preparation  for  the  life  that  now  is.  It  has 
to  do  with  the  vrhole  being,  and  ^ith  the  --^hole  period  of 
existence  possible  to  man.   It  is  the  harmonious  develop- 
ment of  the  physical,  the  mental,  and  the  spiritual  powers. 
It  prepares  the  sttzdent  for  the  jojt  of  service  in  this  rorld, 
and  for  the  higher  joy  of  ^'ider  service  in  the  world  to  oo'.ie." 

Very  much  the  same  thoughts  are  expressed  in 
Co^insels  to  Teachers  under  the  caption  "The  Jiseential  Know- 
ledge" as  follows: 

"Theiie  is  no  ediiof^tion  to  be  gained  higher  than  that 
given  to  the  early  disciples,  and  which  is  revealed  to  us 
through  the  -^ord  of  God.  To  gain  the  higher  education  means 
to  follor  this  word  implicitly;  it  means  to  give  up  selfish- 
nese,  and  to  devote  the  life  to  the  service  of  God.  Higher 
educi'tion  calls  for  something  grefiter,  something  more  divine, 
than  the  ki.o-vledge  to  be  obtained  merely  from  books.   It  means 
a  personal,  experimental  kno'^ledge  of  Christ;  it  means  eman- 
cipation from  ideas,  from  habits  and  practices,  that  have  been 
gained  in  the  rchool  of  the  prince  of  darkness,  and  which  are 
opposed  to  loyalty  to  God.   It  means  to  overcome  stubbornness, 
prid«,  selfishness,  ^ordly  ambition,  and  unbelief.  It  is  the 


0^t 


;i'  J  ■. 


-**»0    d 


-90- 


messagft  of  deliverance  from  sin. 

"Age  after  age  the  curiosity  of  men  has  led  them  to 
seek  for  the  tree  of  knowledge,  and  often  they  think  they 
are  plucking  fruit  most  essential,  ^hen  in  reality  it  l8 
Tanlty  and  nothingness  in  coraparison  ^ith  that  science  of 
true  holiness  irhich  ^ould  open  to  them  the  gates  of  the 
city  of  God.  Human  ambition  seeks  for  knowledge  that  ^111 
"brine;  to  them  glory,  and  self -exaltation,  and  supremacy.  •  • 

"The  tree  of  knowledge,  so-called,  hae  become  an  in- 
strument of  death.   Satan  has  artfully  woren  hie  dogmas, 
his  falsa  theories,  into  the  instruction  given.  Prom  the 
tree  of  Imowledge  he  speaks  tu^   most  pleasing  flattery  in 
regard  to  the  higher  eduortion.  Thousands  partake  of  the 
fruit  of  this  tree,  but  it  means  death  to  them,  Christ  says, 
•Ye  spend  money  for  that  which  is  r.ot  bread'.  Isa.  55:S. 
You  are  using  your  heaven-entrusted  talents  to  secure  an 
education  which  God  pronounces  foolishness." 

Thus  it  appears  that  the  source  of  true  education 
is  to  be  found  in  a  kr.o^ledge  of  the  Infinite  One  in  whom 
"are  hid  all  the  treasures  of  wisdom".   It  is  true  that  the 
"vorld  has  many  great  men,  men  of  wonderful  intolleot  and 
extensive  research,  men  -rhone  utterances  and  rich  thought 
have  opened  to  view  vast  fields  of  knowledge.  These  rnan  have 


xo 


1- 


"been  juatly  honorod  na  benefactors  of  our  race;  but  One  la  the 
soiirce  of  wisdom,  even  Christ.  "As  the  moon  f.nd  the  stars 
of  our  solar  system  shine  by  the  r^iflected  light  of  the  sun, 
80,  as  far  as  their  teaching  is  true,  do  the  ^rorld's  great 
thinkers  reflect  the  raya  of  the  Sua  of  Righteousness". 

As  a  basiB  for  this  kind  of  intellectual  training 
there  must  be  a  vigorous,  healthy  body.  "The  advantages  gained 
by  physical  labor  v^ill  balance  a  person,  and  prevent  the  mind 
from  being  overvrorked.  The  toil  will  come  upon  the  muscles, 
and  relieve  the  ^vearied  brain  ....  A  sound  body  is  required 
for  a  sound  intellect.  Physical  soundness  and  a  practical 
knowledge  of  all  the  necessary  household  duties,  will  never 
be  a  hindrance  to  a  well-developed  intellect;  both  ar»  highly 
important.  •  .  • 

"Provision  should  have  been  made  in  past  generation* 
for  education  upon  a  larger  scale.  In  connection  with  the 
schools  should  have  been  agricultural  and  manufacturing  estab- 
lishments. Th<  re  should  also  have  been  teachers  of  household 
labor.  ...  If  schools  had  been  established  on  the  plan  we 
have  mentioned,  there  would  not  aow  be  so  many  unbalanced 

minds." 

The  author  of  this  book,  Mrs,  Ellen  G.  V^hite,  declares 
that  the  constant  strain  of  book  study  enfeebles  the  nerves  to 
the  degree  that  children  -ho  have  not  been  properly  restrained 


edf 


'->pj 


X' 


hJ 


«©• 


".8i>. 


o»*c8«"> 


.98- 


at  home,  go  nearly  wild  In  their  desire  for  excitement  and 
amusement.  Had  the  plan  suggested  aboTe  been  followed,  In- 
stef^d  of  being  likely  to  get  into  mischief,  unprofitable  to 
themselves,  and  detrimental  to  other  students,  "they  'rould 
hare  dereloped  perseverance,  fortitude,  and  courage  to  sur- 
mount obstacles." 

Thus  it  appears  that  Seventh  Day  Adventists  con- ^ 
celre  of  the  nature  of  educetion  as  a  coordinated,  three- 
fold development,  v^hich  is  to  begin  in  the  home  under  the 
tutelage  of  the  parents  and  to  continue  throughout  school 
days  and  all  after  life.  No  education  can  be  profitable 
without  a  good  sound  body  to  use  it  in.   "Those  of  sedentary 
and  literary  habits  should  take  physicA  exercise,  evex*  if 
they  havs  no  need  to  labot  as  far  as  means  are  concerned. 
Health  should  be  a  sufficient  inducement  to  lead  them  to 
unite  physical  with  mental  labor." 

Those  who  develop  great  physical  power  but  leave 
the  intellect  undeveloped  make  a  graver  mistake,  even,  than 
those  who  are  intellectually  over-balanced.   "The  influence 
for  good  is  small  in  comparison  with  what  it  might  bs  if 
they  would  use  their  brains  as  well  as  their  muscles.   This 
class  fall  more  readily  if  attacked  by  disease,  because  the 
system  is  not  vitalized  by  the  electrical  force  of  the  brain 
to  resist  disease." 


iv 


JZ 


RT 


.7XJ3 


6V 


fcfffl 


dS 


)rft  eat} 

V 


ab  fHan  c& 


-93- 


Only  the  individual  who  hae  a  well  disciplined 
mind  in  a  healthy  body  is  fidly  qualified  to  reach  the 
highest  spiritual  derelopment  —  the  stage  of  realization 
that  God's  Holy  Spirit  dwells  within,  controlling  and  guid- 
ing one* 8  acts,  and  thus  making  it  possible  for  him  to  reaoh 
his  highest  efficiency  level.  What  education  can  be  higher 
than  one  that  brings  an  individual  to  the  stete  Just  men- 
tioned, or  what  can  equal  it  in  value? 

"It  can  not  be  gotten  for  gold, 
Helther  shall  silver  be  weighed  for  the  price 

thereof. 
It  can  not  be  valued  rrith  the  gold  of  Ophir, 
With  the  preolous  onyx,  or  the  sapphire. 
The  gold  and  the  crystal  can  not  ec ual  it; 
And  the  exchange  of  it  shall  not  be  for  jewels 

of  fine  gold. 
No  mention  shall  be  made  of  coral,  or  of  pearls; 
For  the  price  of  M.Bdom  is  above  rubies." 

Job  28:  15-18. 

b.     Present  Status  of  Educational  Method   in  Public  Schools. 

/Every  phase  of  educational  activity  seems  to  be 
in  a  state  of  transition.     Bach  phase  separately  must  pass 
the  acid  test  In  order  to  maintain  its  traditional  place  in 
the  educational  category,     nothing  is  too  sacred  to  escape; 
aid*  is  no  safeguard  to  it.     This  vrvB  true  to  a  large  degree 
before  1914.     How  much  more  so  now  that   so  many  of  our  pet 
hobbies  have  been  proved  false.     0*Shoa  in  rrriting  the   Intro- 
duction  to  Preeland's  new  book  "Modern  El«nentary  School 
Practice",    says,   "American  education  has   entered  the  experl- 


.,*;€. 


.ffij: 


.Si^JiC 


.S. 


O^J"    7 


ei   c. 


a  p.i 
ouha  &AS 


Xooffc>': 


-94- 


mental  period.  Already  various  problems  pertaining  to  the 
construction  of  curricula  and  to  methods  of  organizing 
BohoolB  and  teaching  the  various  branches  of  instruction 
have  been  subjected  to  critical  examination  according  to 

Bcientifio  procedure  Leaders  of  educational 

thought  are  becoming  convinced  that  the  system  of  educa- 
tion developed  by  our  forefathers,  while  perhaps  well 
adapted  to  the  needs  of  their  times,  is  not  equally  well 
adapted  to  the  needs  of  our  own  time,   •   •  The  problema 
involved  have  become  so  subtle  and  complex  that  they  cannot 
be  disposed  of  by  mere  expression  of  opinion,  and  this  is 
the  chief  reason  why  there  is  a  constantly  deepening  belief 
that  ''7e  must  aasnaie  the  attitude  of  the  unprejudiced  in- 
TCBtigator  to'-rard  every  vital  question  that  is  in  dispute." 

Two  general  plans  of  eaq)erimentRl  investigation 
ar*  used  in  America.   "In  the  first  place,  complex  situa- 
tions are  resolved  into  their  component  elements,  and  the 
various  factors  are  each  subjected  to  experimental  treat- 
ment under  controlled  conditions  so  that  the  student  can 
obserre  and  record  the  behavior  of  the  phenomena  he  Is  study- 
ing". Paralleling  this  method,  which  Is  by  nature  analytic, 
is  the  synthetic  investigation  of  the  educational  process 
as  a  whole.   It  is  felt  that  such  a  method  of  procedure  will 
search  out  and  make  use  of  the  "good"  among  the  ne-r  and  at 


m^f!~ 


.OB 


1    I   rt  »*■     VI  ( 1 


II. S  .  ,        •■  .,         •  .  Uw      Oi 


(foj; 


%flilerf 


'ciXi-    uA     '&.1 


m,  tJi  "♦    ?  O        ■^S 


.    -rl 

■•<■■• 

■  ' 

V  e  80 

■•««« 

-95- 


the  same  time  guard  against  setting  aside  what  was  of  value 
among  the  old.   It  is  of  solemn  import  at  this  crltloal 
period  of  our  educational  history  that  a  safe  and  sane 
balance  of  power  In  method  he  preserved.  Our  age  is  a 
strenuous  one  and  we  must  make  time  count.   "7e  must  elim- 
inate topics  which  have  heen  taught  heretofore  hut  whloh 
will  not  he  of  as  muoh  consequence  in  the  future  as  other 
Buhjeots  which  have  not  yet  found  a  secure  place  in  the 
course  of  study.  T/e  must  investigate  -rays  and  means  of 
teaching  every  topi«  in  order  to  make  it  seem  worth  while 
to  pupils  and  so  that  when  they  master  it  they  can  utilize 
it  in  solving  one  or  another  of  the  social,  intellect xial, 
aesthetic,  or  industrial  problems  of  daily  life." 

Freeland  says  that  the  modem  school  is  develop- 
ing its  practice  along  four  special  lines,  as  follows: 

1.  The  development  of  a  new  methodology  which  works 
through  the  use  of  problems,  projects,  motives,  and  intereste. 

£•  The  selection  of  subject  matter  that  is  worthy  of 
the  time  and  the  efforts  of  pupils. 

3.  Teaching  in  a  way  that  "ill  conserve  rather  than 
injure  the  health  of  children. 

4.  The  realization  of  an  individual-social  balance 
whloh  will  adjust  itself  to  the  needs  of  individuals  and  at 
the  same  time  employ  the  social  motive  and  satisfy  the  de* 
raands  of  the  community. 


^ffOflRRi 


t©i(ta 


1     «* 

ro  eJkbsa 


-96- 


Bizzell  and  Dunoan  In  their  recently  published 
boot,  "Present  Day  Tendencies  in  Education"  analyze  our 
educational  status  in  practically  the  same  w^ay  as  do  O'Shea 
and  Freeland.  They  say,  "One  of  the  most  marked  character- 
istics of  this  age  is  the  gradual  transformation  that  is 
taking  place  in  our  educational  system.  Hot  only  are  we 
gradually  adapting  the  educational  process  to  social  demands, 
but  we  are,  at  the  same  time,  adapting  it  to  the  needs  of 
the  child.   !rhe  school  of  today  is  far  in  advance  of  -That  it 
WBM   ten  years  ago,  and  the  indioations  are  that  the  next 
decade  will  see  even  greater  progree*  in  every  phase  of 
education". 

They  feel  that  the  greatest  danger  is  that  we  may 
adopt  the  form  without  the  spirit  of  the  new  in  education. 
Especially  may  this  be  true  in  regard  to  vocational  subjects 
which  are  so  intimately  connected  with  economic  problems. 
Altogether  a  large  number  of  now  movements  are  being  foster- 
ed. Some  of  the  leading  ones  as  listed  by  Kendall  and 
Mirick  in  the  preface  to  their  book  "How  To  Teach  the  Punda- 
mer.tftl  Subjects"  are:   "the  use  of  school  buildings  for 
social  or  community  centers,  industrial  training  of  various 
kinds,  the  vocational  guidance  of  pupils,  the  t  aining  of 
mentally  defective  children,  the  growth  of  parent-teacher 
organisations  and  others  of  similar  character,  the  broaden- 
ing of  the  scope  of  physical  education  including  medioal 


-6fe- 


..  <  •  ;• 


'i   .^r^'*'-'" 


JUolften  ao  OS   9i(^  lo  iai 


-97- 


inspection  and  the  teaching  of  safety,  the  "better  enforce- 
ment of  conipulsory  education  laws,  the  establishment  of 
different  kinds  of  schools  for  different  types  of  children, 
better  appointed  schoolhouses,  the  increase  in  the  number 
of  special  days  to  be  observed,  the  estfiblishment  of  summer- 
schools,  and  playgrounds". 

This  list  might  easily  be  supplemented.  As  to 
the  present  status  of  educational  method  there  seems  to  be 
unanimity  of  opinion  among  our  leading  educators  that  we 
are  in  a  period  of  rapid  transition.  All  agree  that  the 
great  problem  before  the  American  teacher  today  is  to  make 
her  work  count  for  Democracy,  -  whaterer  that  may  be. 
Ifezzini  says,  "Democracy  is  the  progress  of  all,  through  all, 
under  the  leadership  of  the  wisest  and  best."  Dr.  Pr.  nk 
Crane  writing  on  Democracy  in  the  November  1919  issue  of 
the  Red  Cross  Magazine,  makes  a  similar  statement  but  makes 
his  definition  more  concrete  by  saying,  "Democracy  is  a 
force  of  jfeeling  and  opinion,  'vorking  within  humanity,  and 
impelling  the  people  of  a  given  r.eighborhood  to  get  what 
they  want,  that  is,  what  the  majority  of  them  want,  by 
means  of  organization,  and  to  make  this  secure  by  laws 
which  are  just  and  equal." 

Democracy  demands  universal  education.  So,  also, 
will  universal  education  demand  Democracy.  Democracy  shifts 


o4 


d'j^-iv- 


Bi^sdh     -J  ,  i 


y  n-'t  '..-'fits 


-98- 


aduoation  from  the  classes  to  the  classes.  It  tries  to 
secure  the  kind  of  government  and  schools  that  people  want, 
and  aims  to  train  them  to  want  somethicg  "better.   It  de- 
mands personal  responsibility.  This  can  mean  but  one  thing. 
Our  subject  centered  education  which  we  borrowed  from 
Prussia  must  give  place  to  a  child-centered  scheme  of  ed- 
ucation. The  Great  War  made  it  clear  to  us  that  our 
traditional  educational  system  has  been  autocratic  rather 
than  democratic.  Our  methods  have  likewise  been  auto- 
cratic.  Under  the  old  autocratic  system  our  Philosophy 
was  soholastio,  placing  the  emphasis  on  Knowledge;  our 
Psychology  was  rationalistic,  placing  the  emphasis  on  Heason; 
our  Pedagogy  was  subjeot-centered,  placing  the  emphasis  on 
cramming  the  knowledge  in.  Under  oar  new  democratic  sjrstem 
our  Philosophy  will  be  £ragmatlo;  placing  the  emphasis  on 
Life;  the  Psychology  will  be  behavioristic,  and  the  Pedagogy 
child-centered. 

Toward  the  realisation  of  this  end  much  has  already 
been  done.  Basing  our  new  mcvements  in  education  upon  the 
findings  of  the  child  psychologist  and  of  the  scientific  ed- 
ucational research  men,  we  feel  that  we  are  moving  forward 
intelligently. .  5o  longer  are  children  grouped  together 
promiscuously.   Scientific  ment&l  testing  makes  it  possible 
to  place  children  together  in  such  groups  that  each  member 


-'Jt- 


tOiibdi 


^ittft^r. 


-sf- 


•1 


1 


-99- 


Of  that  group  shall  be  able  to  work  to  his  best  advantage. 
Ho  longer  are  children  conqpelled  to  remain  static  in  stuffy, 
illy-Tentllated  school  rooms,  which  are  undeoorated  and 
presided  oyer  by  a  tyrant  with  a  birch  rod  in  her  hand;  but 
rather,  the  child  himself  is  encouraged  to  take  the  initla- 
tlre  in  working  out  with  his  group  some  interesting,  motir*- 
ted  project  under  the  leadership  of  a  -rise  sympathetic  teacher. 
This  new  method  has  been  admirably  worked  out  by  Dr.  Mclforry 
end  presented  to  teachers  in  his  new  book,  "Teaching  By 
Projects." 

In  order  to  meet  changed  conditions  and  new  needs 
tTlft  senoox  organization  has  bern  revised.   In  the  place  of 
the  traditional  eight  year  elementary  school,  four  year 
high  school,  and  four  year  college,  we  now  have  a  six  year 
elementary  school,  «  three  year  Junior  High  School,  a  three 
year  Senior  High  School,  a  two  year  Junior  College,  and  the 
University.  Hot  all  sections  of  our  country  have  yet 
adopted  this  change,  but  the  vrork  of  reorganization  is  mov- 
ing fors^ard  rjipidly. 

Thi«  is  an  age  of  change  in  ell  phases  of  life 
and  the  schools  aire  hard  pressed  to  keep  abreast  of  the  times. 
Ksen,  wide-awake  teachers  are  demanded  -  men  and  women  of 
more  than  ordinary  training.  For  this  reason  educational 
training  standards  for  teachers  have  been  raised  much  above 


-« 


9'l^xijsy: 


»!5. 


>*.:/fifil 


Vii«.i . 


(iiddX 


-100- 


what  the  oertifioation  requiremente  were  a  few  years  ago. 

This  insures  a  teaching  staff  capable  of  meeting  present 

•duoational  needs  and  social  demands. 

Formerly  new  methods  in  educational  procedure 

were  frowned  upon;  now  they  are  welcomed.  This  means  they 

are  welcomed  tentatirely  of  course;  each  new  method  must 

he  suhjeot  to  scientific  test  to  determine  its  real  ralue 

or  worthlessness. 

0.  Present  Status  of  Educational  Method 
in  Seventh  Daj   Adventiet  Schools. 

Reform  is  eyeryThere  present;  it  seems  to  be  in  th« 
atmosphere  for  us  to  breathe  at  every  step.  Therefore  it  is 
only  natural  that  in  Seventh  Day  Adventist  schools,  aa  well 
as  in  others,  rapid  changes  in  educational  method  should  be 
taking  place.  The  General  Department  of  Education  in  the 
Foreword  to  a  new  lianual  ioaued  in  1918  recognizes  this  as 
shown  by  the  remark,  "It  is  therefore  very  gratifying,  at 
this  critical  and  promlBin^  period  in  the  development  of  our 
elementary  schools,  to  be  ablv»  tc  provide  a  new  manual  more 
complete  than  anything  heretofore".  !I!he  Foreword  states 
further,  "It  is  perhaps  needless,  tut  not  out  of  keeping,  to 
Bay  that  there  are  important  features  of  our  school  Tork  not 
yet  sufficiently  developed  to  place  in  the  present  manual, 
but  which  we  hope  to  include  in  the  next  edition". 


tmAtt 


'B     r*     f^ 


-lOlp 


So  attempt  will  be  made  in  this  thesis  to  go  into 
detail  ooncerning  the  present  status  of  eduoational  method. 
It  may  be  said  that  in  general,  such  methods  as  hav«  been 
scientifically  tested  out  and  found  useful  in  the  public 
schoola,  are  being  used  also  in  Seventh  Day  Adventist  eohoolQ. 
This  does  not  hold  true,  however^  in  the  matter  of  .rental 
testing.  Very  little  work  along  that  line  has  been  at- 
tempted as  yet.  A  number  of  men  are  at  present  in  training 
for  that  work  and  doubtless  the  present  school  year  'vill  see 
a  beginning  made  in  that  important  field. 

Serenth  Day  Adventists  ar<  entirely  sjnnpathetio  with 
the  general  movement  for  reform  and  desire  to  be  oonstruotlve 
contributors  to  lthat  movement.  They  would  start  the  reform  in 
their  own  schools.   In  order  to  make  such  reforms  effective 
throughout  the  denominatioi*  a  strenuous  effort  is  being  made 
to  gather  every  Seventh  Day  Adventist  child  into  their  own 
schools. 

.  One  of  their  first  reforms  is  in  the  matter  of    <^ 
teachers.   The  writer  knows  of  no  teaoher  standarde  that  are 
BO  high  as  those  set  for  Seventh  Day  Adventist  teachers  in 
the  book  Bduocition,  pages  £80,  281,  and  -vhich  ere  the  ac- 
cepted standards  for  the  denomination.  The  quotation  follows: 
"Great  is  the  responsibility  of  those  who  take  upon 


C  'J  ' . 


.^' 


.-  .r;-^frb.r.,  5^f^ 


©v 


.^rij-JL 


.^;r 


•  8. 


-102- 


themaelves  the  guidance  of  a  human  soul.  The  true  father 
aod  mother  count  theirs  a  trust  from  which  they  can  never 
he  wholly  released.  The  life  of  the  child,  from  his  earli- 
est to  his  latest  day,  feels  the  power  of  that  tie  ^hioh 
hinds  him  to  the  parents'  heart;  the  acts,  the  vrordu,  the 
Tery  look  of  the  parent,  continue  to  mould  the  child  for 
good  or  evil.  The  teacher  shares  this  responsibility,  and 
he  needs  constantly  to  realize  its  sacredness,  and  to  keep 
in  view  the  purpose  of  his  work.  He  is  not  merely  to  ac- 
complish the  daily  tasks,  to  please  his  employers,  to  main- 
tain the  standing  of  the  school;  he  must  consider  the  high- 
est good  of  his  pupils  as  individuals,  the  duties  that  life 
will  lay  upon  them,  the  service  it  requires,  and  the  prepara- 
tion demanded.  The  work  he  is  doing  day  by  day  ^^ill  exert 
upon  his  pupils,  and  through  them  upon  others,  an  influence 
that  will  not  cease  to  exte"»4  ami.   strengthen  until  time  shall 
end.   The  fruits  of  his  '▼ork  he  must  -leet  in  that  great  day 
when  every  T^rd  and  deed  shall  be  brought  in  review  before 
Sod. 

"The  teacher  who  realizes  this  will  not  feel  that 
l^lB  work  is  completed  "Then  he  has  finished  the  daily  routine 
of  recitations,  and  for  a  time  his  pupils  pass  from  under 
his  direct  care.  He  will  carry  these  children  and  youth  upon 
his  heart.  How  to  secure  for  them  the  noblest  standard  of 
attainment  will  be  his  constant  study  and  effort. 


-XJ 


Jaljjo; 


h- 


9<9TX»8iD«ift 

■oca  bti» 
i&'x  xiloA'w  •(} 

Bid    Ot     tS9 

±0  alocX  ^tdv 


weiT  1x1 


•fit  Y.T-ii^h  »■ 


;88 


Ir«,rf<Ri    fl; 


1  o  -.', 
If 


BiqfCj 


i-?;j.  j:j' 


•    -tiu 
TilCW    Bid 

^a   off  ivoH     .tiaftil  aid 
J  Rid  9d  11  im  taoimlatiB 


-103- 


"He  who  dlBccrns  the  opportunities  and  privileges 
of  his  work  will  allow  nothing  to  stand  in  the  way  of  earnest 
endeavor  for  self-improreraent.  He  will  spare  no  pains  to 
reach  the  highest  standard  of  excellence.  All  that  he  desires 
his  pupils  to  become,  he  will  himself  strive  to  b«#" 

Reform  in  Subject  Matter  is  much  stressed  by  Seventh 
Day  Adventiat  teachers.  This  could  not  be  otherwise  when  it 
is  recalled  from  our  introductory  remarks  under  the  Statement 
of  Belief  that  Adventists  aooept  the  accoimt  of  the  creation 
of  the  '7orld  literally  as  recorded  in  the  first  chapter  of 
Genesis.  This  precludes  belief  in  the  Theory  of  Evolution 
upon  which  the  public  schools  base  their  work  at  the  present 
time.  This  makes  necasaary  a  radical  Variation  of  subject 
matter  from  what  is  usually  j-resented  in  such  subjects  as 
Science,  History,  Literature,  eto. 

"What  arc  the  rorks  on  which,  throughout  the  moat 
Buaceptible  years  of  life,  the  rainda  of  the  youth  are  led  to 
dwell?  In  the  study  of  language  and  literature  from  what  foun- 
tains are  the  youth  taught  to  di-ink?  Prom  the  wells  of  Pagan- 
ism: from  springs  fed  by  the  corruptions  of  ancient  heathenism. 
They  are  bidden  to  study  authors,  of  whom,  without  dispute,  it 
is  declared  that  they  have  no  regard  fOr  the  principles  of 
mo  rcillty. 

"And  of  how  many  modern  authors  also  might  the  same 
be  said'.  VJith  how  many  are  grao«  and  beauty  of  langutige  but 


at 


^0 


•  0t[lBt< 


:i:rusv  ,,  .   ;.d 


»TjtT*»    tJ 


!'".'(    :  <^ 


?  aa  til  e 


i'aefB 


'iJL«4C.t' 


iij   av&J'i 


9e(  oa  Bi 


"v'cavi/ii, 


al 


ai   J>© 


•am. 


^ei 


9i>  ai 


rjcti  £13  ii:     ;ii«a  »d 


-104- 


a  disguise  for  principles  that  in  their  real  deformity 
would  repel  the  reader. 

"Besides  these  there  is  a  multitude  of  fiction- 
writers,  luring  to  pleasant  dreams  in  palaces  of  ease. 
These  writers  may  not  be  open  to  the  dharge  of  immorality, 
yet  their  Tork  is  no  less  really  frought  v»ith  evil.  It 
is  robbing  thousands  upon  thousands  of  the  time  and  energy 
and  self -discipline  demanded  by  the  stern  problems  of  life. 

"In  the  study  of  science,  as  generally  pursued, 
there  are  dangers  equally  great.  Evolution  and  its  kindred 
errors  are  taught  in  schools  of  every  grade,  from  the  kinder- 
garten to  the  college.   Thus  the  study  of  science,  \?hioh 
should  impart  a  laiowxedge  of  God,  is  so  mingled  Tith  the 
speculations  and  theories  of  men  that  it  tends  to  infidelity. 

"Even  Bible  study,  as  too  often  conducted  in  the 
schools,  is  robbing  the  rrorld  of  the  priceless  treasure  of 
the  word  of  God.  The  T7ork  of  "highev  criticism",  in  dis- 
secting, conjecturing,  reconstructing,  is  destroying  faith 
in  the  Bible  as  a  divine  revelatim;  it  is  robbing  God's  word 
of  power  to  control,  uplift,  and  inspire  human  lives." 

The  emphasis  placed  upon  essentials  and  upon  Bible, 
physical  training,  manual  occupations,  etc.,  has  already 
been  set  forth  anu.  needs  no  reiteration  "here.  The  reform  on 
educational  methods,  also,  has  been  touched  upon  many  tines. 


-  ?WJl  - 


.f3B. 


■J  CT    li  ' 


r.jL    oexJaBiil    £ 


rjfi* 


1."  i 


:c 


t     lAC 


-105- 


It  seems  only  necessary  here  to  gather  up  these  fragmentary 
references  into  a  semi-tabular  form,  referring  the  reader  to 
original  sources  for  a  more  detailed  statement  of  eaoh. 

1.  Study  of  principles  and  use  of  illustrations  to 
supplant  routine  study:   Counsels,  p.  394;  Education,  pp.  233, 
234. 

2.  RiTalry,  emulation,  and  cramming  to  "be  avoided: 
Education,  p.  226. 

3.  Pride,  display,  and  self-sufficiency  to  "be  shunned: 
Education  p.  237;  Counsels,  p.  141. 

4.  JShe   abstract  and  theoretical  to  be  supplanted  by 
reair^ies  of  actual  life:   Education,  pp.  238,  239,  265. 

6.  Right  methods  develop  power  to  think  and  do: 
Education,  pp.  17,  18;  Counsels,  pp.  84.  85,  177;  ITestl- 
monies  for  the  Church,  Volume  6,  p.  154. 

6.  Spiritual  lessons  ♦«  be  learned  from  practical 
duties:  Testimonies.  Volume  6,  pp.  177,  192;  Education,  p.  219, 

7.  Hatural  aptitudes  to  be  c-ltirated:   Education,  p.  233» 

8.  Weak  fECi:iltieB  not  to  be  neglected:  Education,  p»  232. 

9.  Christ  to  be  brought  into  all  the  studies:   Co'.uiselB, 
p.  35d;  Testimonies,  Volume  6,  p.  132. 

10.  Character  the  highest  aim:  Education,  p.  29. 

It  would  be  well,  also,  before  pasBing  on  to  a  con- 
sideration of  methods  in  individual  subjects  to  present  again 


.J, J. 


.0  ttaeea   tl 


.1 


-106- 


the  goal  that  Seventh  Day  Adrentists  keep  before  them  in 
their  work  of  educational  reform. 

1.  To  reaoh  God's  ideal.     This  applied  both  to  tenoher 
and  to  pupil. 

2.  To  restore  the  image  of  God  in  the  soul. 

3.  To  train  Christian  workers.  The  demand  constantly 

r 

much  exceeds  the  supply. 

4.  To  prepare  for  the  school  above. 

d.  Methods  of  Teaching  Applied  to  Individual 

Subjects. 

* 

The  degree  of  efficiency  that  Seventh  Day  Ad- 
rentists are  endeavoring  to  maintain  in  their  elementary 
schools  may  be  learned  by  a  study  of  the  following  paragraphs 
from  the  books  so  often  referred  to.  Education,  and  Counsels 
to  Teachers. 

"In  education  the  -"ork  of  climbing  must  begin  at  th« 
lowest  round  of  the  ladder.  The  common  branches  should  be 
fully  and  prayerfully  taught.  Many  who  feel  that  they  hav« 
finished  their  education  are  faulty  in  spelling  and  in  writ- 
ing, and  can  neither  read  nnr  speak  correctly.   Not  a  few 
who  study  the  classics  and  other  higher  branches  of  learning, 
ani  who  reach  certain  standards,  finally  fail  because  they 
have  neglected  to  do  thorough  work  in  the  common  branches. 
They  have  never  obtained  a  good  kno.'rledge  of  the  English  Ian- 


ri^    u. 


UJt  -'  11' 


3: 


•y  riBdi 


'Gi?  oa^ 


OJ 


(^  £»dalni^ 


3  0  .'<r 


•TArf  xe  i'. 


-107- 


guage.   They  need  to  go  baok  and  begin  to  climb  from  the  first 
round  of  the  ladder, 

"When  voice  culture,  rending,  writing,  and  spelling 
take  their  rightful  place  in  our  schoolB,  there  will  be  seen 
a  great  change  for  the  better*  These  subjects  hare  been  nej? 

i 

glected  because  teachers  have  not  realized  their  value. 

"It  is  a  matter  of  great  inrportanoe  that  students 
obtain  an  education  that  '^ill  fit  them  for  successful  busi- 
ness life,  v/e  must  not  be  satisfied  -^ith  the  one-sided  ed- 
ucation given  in  many  schools.  The  common  branches  must  be 
thoroughly  mastered,  and  a  knowledge  of  bookkeeping  should  bo 
considered  as  important  as  a  knowledge  of  grammar." 

"So  long  as  the  great  purpose  of  education  is  kept 
in  viow,  the  youth  shoiild  be  encouraged  to  advance  Just  as 
far  as  their  capabilities  will  permit.   ?ut  before  taking  up 
the  higher  branches  of  study,  let  them  master  the  lower.  .  . 

"1  thorough  Vnowledge  of  the  essentials  of  educa- 
tion should  be  not  only  the  condition  of  admission  to  a  higher 
course,  but  the  constant  teet  for  continuance  end  advancement." 

A  series  of  manuals  has  been  written  for  the  assist- o 
anoe  of  church  school  teachers.   These  have  been  prepared 
usually  by  teachers  themselves  while  teaching,  and  gotten  out 
hurriedly  to  meet,  in  part,  the  needs  of  other  and  less  ex- 
perienced, teachers.   They  are  prepared  for  use  with  special 
texts  and  therefore  contain  little  of  vf.lue  to  the  general 


aui 


-re 


,""C 


©0 


,    :•!  'rr  tri 


J  Yi^Sl 


las 


-108- 


reader.  It  is  hoped  that  soon  this  phase  of  the  elementary 
work  can  he  given  more  careful  attention.  Until  such  time 
that  special  methods  are  more  fully  worked  out.  Seventh  Day 
Adventist  tcauhei^s  are  using  the  best  public  school  methods 
available  as  developed  by  Rapeer,  Charters,  MoMurry,Klapper, 
Kendall,  and  Mlriok,  and  others  who  have  written  well  in 
this  field, 

Bible 

Ab  has  already  been  stated,  Bible  is  given  the  most 
prominent  place  in  the  elementary  curriculum,  being  taught  in 
every  grade.  The  work  of  the  first  three  grades  is  oral. 
The  busy  church  school  tencher  cannot  be  expected  to  conduct 
separate  classes  in  each  of  these  grades,  hence  the  alterna- 
tion-by-yeaio  method  is  used.  If  the  "ork  of  year  two  is 
given  in  1916,17,  then  the  following  year  the  third  year's 
work  will  be  given,  and  follovring  that  the  work  of  year  one. 
A  uniform  plan  is  followed  in  order  that  there  may  be  no 
confusion  among  the  various  f?iiools.   Children  a  e  not  held 
strictly  to  grade  in  Bible  classes.  A  child  entering  an 
AAventist  elementary  school  from  a  .ublic  school  takes  up 
the  Bible  work  of  whatever  grade  he  enters  even  though  he 
may  not  have  had  the  Bible  work  of  the  grades  preceding. 

In  the  book  "Education",  we  find  a  number  of  sug- 
gestions as  to  the  best  methods  to  follow  in  teaching  the 


&^ 


^9t 


a.i  .XXaAt,  Of 


f^J    *» 


ton  \ 


nAi  oi  cfl  m.olii'.rii^ 


-109- 


Bible  to  children,  some  of  which  follow: 

"Our  heavenly  Father,  in  giving  HIb  work,  did  not 
overlook  the  children.   In  all  that  men  have  written,  where 
can  be  found  anything  that  has  such  a  hold  upon  the  heart, 
anything  bo  well  adapted  to  awaken  the  interest  of  the  little 
ones,  as  the  stories  of  the  Bible? 

"In  these  einiple  stories  may  be  made  plain  the 
great  principles  of  the  law  of  God.   Thus  by  illustratione 
best  suited  to  the  child's  conq^rehension,  parents  and  teachers 
oay  begin  very  early  to  fulfil  the  Lord's  injunction  concern- 
ing His  precepts:   'Thou  shalt  teach  them  diligently  unto  thy 
children,  and  ehalt  talk  of  them  when  thou  sittest  in  thine 
house,  and  ^^hen  thou  "tvalkest  by  the  "'ay,  find  '^hen  thou  liest 
down  and  ^en  thou  risest  up.'   Deut.  6:7. 

"The  use  of  ob Ject-leseons,  blackboards,  maps,  and 
pictures,  will  be  en  aid  In  explaining  these  lessons,  and  fix- 
ing them  in  memory.   Parents  and  teachers  should  constantly 
seek  for  improved  methods.   The  teaching  of  the  Bible  should 
have  our  freshest  thought,  c\\..    best  methods,  and  our  most 
ei^mest  effort." 

"In  order  to  interest  our  children  in  the  Bible, 
we  ourselves  must  be  intereated  in  it.   To  awaken  In  them  a 
love  for  its  study,  we  muBt  love  It.   Our  instruction  to  them 
will  have  only  the  weight  of  influence  given  it  by  our  example 
and  spirit.  .  . 


v^ 


Oa.i 


ail  7  z^i^cvi'^   ' 


d  xam 


I 


baji    , 


-X- 


bii:{- 


"  .  t>'  ■.*.*?'*!''4     *««»;•,■•■.•;« 


««TJ 


;a  ittw: 


-110- 


"In  teaching  children  the  Bible,  wo  may  gain  much 
by  obeerving  the  bent  of  their  minds,  the  things  in  which 
they  are  interested,  and  arousing  their  interest  to  see  what 
the  Bible  says  about  these  things.  He  who  created  us,  'vith 
our  THrious  aptitudes,  has  in  His  word  given  something  for 
everyone.  As  the  pupils  see  that  the  lessons  of  the  Bible 
apply  to  their  own  lives,  teach  them  to  look  to  it  as  a 
counselor.  .  .  .  But  the  interest  of  the  pupil  must  be  en- 
listed. Espeeially  by  the  one  rho  has  to  deal  '^ith  children 
and' youth  differing  widely  in  disposition,  training,  and  habits 
of  thought,  this  is  a  matter  not  to  be  lost  tight  of. 

"Help  them  (the  children)  also  to  npprccinte  its 
(the  Bible's)  wonderful  beauty.  .  .  Ecnourage  the  children 
and  youth  to  seek  out  its  treasures,  both  of  thought  and 
of  expression." 

In  the  'lurking  out  zt   these  methods  both  teachers 
and  children  fitd  the  Bible  j-eriod  one   of  the  most  delight- 
ful of  the  -hole  day.  Bible  classes  usually  precede  the 
other  classes  for  the  day  and  thus  give  influence  to  all 
the  work  that  follows.  As  a  rule  the  Bible  classes  Im- 
mediately follow  the  morning  .worship  period  —  conducted 
in  all  Seventh  Day  Adveritist  elementary  schools  —  wh.'.oh 
consists  of  the  singing  of  gospel  songs,  tlie  reading  of  the 
Bible,  and  prayer,  by  the  teacher  or  by  some  child.  These 


.'Inmn  rrloR  wr   .^r   .: 


-111- 


exerolsea  aro  varied  from  day  to  day  in  order  that  th«y 
aay  be   interesting,   e.g.,   tiie  reading  of  uon»e  favorite 
missionary  book  may  take  the  plaoe  of  the  JUble  reading 
on  oertaiA  mornings  of  tne  week,   etc. 

To  make  t.ae   oral  work  of  tuo  primary  grades  in- 
teresting oonaiderable  rnaterial  such  as  Bible  meraory  verse 
oards*   and  tne  like  have  been  devised,     iiote-books  are 
usually  laade  by  the  children  which  contain  the  hand- 
occupation  work  accompanying  each  Bible,  lesuon.      2;i8  chief 
of  these  iiand-ocoupations  are   card  board  sawing,   paper 
outting  and  pasting,  and  crayola  coloring.      Ehese  devices 
aid  the  child  to  retain  the  central  thought   of  the  lesson 
presented  I.     A  number  of  central  thoughts  in  the  form  of 
Bible  memory  verses  are  memorized  during  each  school  year. 
A  nujnbor   of  charming  children's  songs,  eucii  as  Luther's 
"Cradle  ii:7mn"j   are  learned,  adding  diversion  and  pleasure 
to-  the  work  in  Bible* 

for  older   cliildren  who  use  a  text-book  in  Bible, 
the  work  takes  on  the  nature  of  a  regular   subject  of  study 
with  daily  ayalgnments.     ^he   distinctly  primary  methods 
disappear,   bat   the   note-book  work  and  tne   learning  of  mem- 
ory verses  coi^tinues,   each  phase   of  the  work  being  more 
difficult  tiian  has  be^n  previously  required.      In  the  study 


o  tex« 


■  J  no 


JO 


■■IB 


jQi 


rftlw 


00  &f-o;it©v  1^10 

Jin  lb 


-liij- 


of  Old  Teotaaent  History  which  is  uaually  given  in  grades 
four  and  five,  the  problem-project  meti.od,  wiiioh  is  now 
"being  Btresaed  by  McMurry,  naa  been  in  use  for  several 
years.  Uixr^   classes  work  out  togettier,  to  an  exact  scale, 
the  Tabernacle.   This  work  is  taken  as  the  pi  eject  for  a 
whole  term.   Colors  of  ourtaino  and  coverings,  furnishings, 
altars,  etc,  are  all  made  to  conform  to  the  directions  for 
building  the  Tabernacle  given  to  Moses.   In  certain  clasuee 
conducted  by  the  writer  individual  members  of  the  class 
have  worked  out  the  entire  project  separately  from  the  work 
df  the  class,  sometimes  working  it  out  in  wood  and  some- 
times in  cardboard. 

When  tiie  work  on  the  Life  of  Ciirist  is  taken  up, 
a  nuiaber  of  projects  are  taken  up  such  as  making  maps  and 
tracing  out  tiie  travels  of  Christ  during  tne  period  of  his 
public  ministry,  etc.  The  period  of  tae  Acts  of  the  Apostles 
furnish  more  projects  .such  as  tracing  out  the  missionary 
journeys  of  Paul,  Uaps,  cii^irts,  and  diagrams  become  nec- 
essary to  illustrate  tiiis  work. 

In  grades  seven  and  eight  the  study  of  the  major 
priiphecics  of  Daniel  and  the  Hevelation  constitute  work 
harder  tuan  is  attempted  in  i ublic  schools  In  those  grades. 
Much  reference  is  made  to  ancient  nistory  and  many  maps  an* 
diagrams  of  prophetic  peiioc».s  are  made,  atudents  in  those 


xo 


Jito 


at 


?  xtiac 


to 


MXOH 


fC! 


lebtBd 


:;x^'  S' 


i\m.->  ajjiiJkM 


-IIS- 


fl^ades  work  out   original  Bible  ReadingrB  on  major  doctrinal 
points  and  sometimes  go  out  into  the  community  and  hold 
Bible  studies  with  interested  people  not  of  the  beyenth  Day 
Adrentist  faith,     Thus  the  work  "becomes  motivated  to  the 
highest  possible  degree,     livery  youth  is  encouraged  to   join 
the  church  during  tuis  period.     Hot  all,  but  the  majority, 
do. 

The  methods  used  in  Bible   olasaea  are  thus  taken 
up  more   in  detail  tiian  will  be  true  of  o-Jiy  of  the  other 
subjects  beoauho  of  its  vital  importnn:5e  in  the  system  and 
from  the  fact   that  it  is  a  subject  not  taught   in  the  public 
schools. 

nature  btudy 

!Zhe  work  of  the  primary  grades  in  iiature  study 
is  correlated  with  the  work  in  |>rlmary  Bible;   in  fact,   it  is 
given  as  one  subject  and  called   Oral  Biblo-Iiature.      '2he  great 
central  idea  for   sucii  an  arrangement   of  work  is  that  God, 
being  the  Gr oator,  not  only  of  txie  world,   but  of  all  tiie 
beautiful  tilings  upon  it,    including  both  animal  and  plant 
life,   tliat  much  io  to  be  gained  if  the  child  from  the   be- 
ginning is  taught  to  associate  the  laaterial  creation  with 
its  Creator.      Ihe  idea  tjiat   Uod  is   the   Croator   is  constantly 
kept  before  tixe  minds  of  tho  little  ones.     2hoy   are  ^uuglit 
to  pray  to  Him  and  to  tliank  him  for  uaking  suoii  a  pleasant. 


1/ 


^m  f*^r* 


ti 


tis< 


Oi.i 


ca  qu 


al 


f»a 


,  Ji-- 


-114- 


wonderful,   beautiful  wozld  for  us  to   live  in.      Then  aa 
teacher  and  children  walk  abroad  in  iiature,    slie    "upeaka 
a  varied  lanp^uage*!,   and  never  fails  to  praise  her  Maker, 
Taken  up  from  this  viewpoint  tiiis  subject  becomes  wonder- 
fully fascinating/ 

AS  the  work  of  the  grades  advances  and  text-book 
work  begins,   the   foundation  of  all  branches  of  science  is 
laid.      God  is  seen  as  the  author  of  science  and  the  belief 
is  firmly  planted  in  the   child's  mind  that  there  is  not,   and 
never  can  be  any  contradiction  between  true  science  and 
the  teachings  of   God's   u'ord.     Thus  tlie  bauis  of  i'aith  be- 
comos  secure. 

Of  older  boyc  and  giila   (grades  four     nd   five) 
some  note-book  work  is  required.     These  are  largely  of  the 
project  nature  rather   than  being  uniform.      If  leavee,    e.g., 
are  beinp:  studied,  tlien  onoh  child  presses  leaves  and, 
mounts  his  own  leaves   in  a  book  of  his  own.      It  is  his  own 
to  keep,   and  aside  from  a  minimum  number  of  uniformities,   ae 
puts  his  own  work  -and  versonality  into  it,     Besidea  t.iis, 
many  simple  experiment a  are  per  formed,    —  oxygen  and  hydrogen 
gases     are  mtide,    etc,      T  en,   too,   fiold   days  are  arranged 
for,  when  teaoner  and  cJiildren  go  abroad,  taking  lunoaes, 
and  study  plant,   animal,   inject,   rock,  woods,    stream  ppd 
sky  together,   at  first   /.and.     Wnnt  could  be  more   joyous? 
liatiire  study  in  the   higher  elementary  grades  ^ives  place 
to  the   special  olaases   in  Geography,   Physiology,  and  Agri- 


fiA    Xi. 


hi . 


.M*      ,l-.«; 


ili2^: 


■vftf  r.r,  !  .ft 

•i»o  altow 

*io,n       .Max 

Hi 


ff-f)*("S('     fliilC 


.-  rti- 


'atiiii. 


Kp 


-116- 


oultuxe  irhioh  includes  School  Gardening. 

Head inf. 

"The  joy  of  a  little  child  wnen  he  finds  that  he 
can  read  is  a  force  whidh  the  teacher  needs  to  appreciate* 
If  she  can  keep  tjiis  joy  alive  from  the  time  when  ne  first 
trlvunphs  in  his  recognition  of  a  few  words  until  he  leaves 
the  fourth  grade  with  the  ability  to  road  and  enjoy  the 
sinrple  naterial  adapted  to  hie  age,  she  will  iiave  done  uuch 
for  her  pupil."  Hapeor,  "2eacalng  iilemontary  ;jchool  uvib- 
jectB",  p.  163. 

Being  the  basle  subject  of  the  elementary  cur- 
riculum, it  is  most  important  timt  the  child  sii' 11  acquire 
skill,  both  in  recognition  of  form  and  in  waatery  of  the 
thought  imbedded  in  that  form.  Much  has  already  been  said 
In  this  thesis  concorning  the  great  value  of  being  perfect 
master  of  one's  mother-tongue,   ijuch  a  tuiutery  is  unusual, 
and  Seventh  Day  Adventista  who  are  much  before  the  jjublio 
&S   teachers  eind  lecturers,  need  especially  to  streas  the 
subject  of  reading.   It  is  unnecessary  to  speak  in  detail 
of  the  metjiOd  of  toaoiiing  reading,  standard  public  school 
methods  being  used.  2he  difference  to  be  noted  iere  is 
rather  one  of  content.   Instead  of  teaciiing  the  beginning 
class  on  the  first  djiy  of  school  aome  nonsoiiao  jingle  such 

as 

"Hi-diddle-diddlo,  my  won   Jojin 
Ead  one   shoe  off  and   one   uJioe  on" 


:  nsQ 


;>    ft  S'  p.    ^  7 


■   C5 


HB 


*k 


«.b   tfc- 


Xo 


the  iierenth  ])ay  Adventiat  touclier  would  toaoh  uometning 
like, 

"fyulae  iilml     Praise  Hlai 
Litwle  ohlldzen  praise  Himj 
God  iB  good.  God  is  good." 

Shia  would  be  simgto  a  pleaeing  tune.  Lator  in  the  day 
"God  is  good"  would  be  taiight  a;i  the  firat  sentonoe,  and  so 
the  ohild  would  go  hone  af'ovr  ..is  first  day  at  school  iiay- 
inf  learned  the  greatest  truth  that  it  ia  possible  for  any 
human  being  to  know.   Jo  far  as  content  of  reading  goes. 
Truth  is  the  v/atohvvord.   Truth  is  Btrjinger  and  more  wonder- 
ful than  fiction. 

For  tiiis  reaaon  no  fiction  is  given..  Seventh  Day 
Advontist  children  are  not  given  fairy  stprios  ox   Motaer 
Goose  iihymes.   Instead,  the  best  of  all  children's  etories  — 
thoso  found  in  the  Bible  —  are  piven,   These  are  supple- 
mented by  the  great  amount  of  reading  material  furnisJied  by 
naxure  stories,  stories  of  miBsionaxiea,  stories  of  trawel 
and  wonderful  places,  stories  of  children  of  other  lands, 
etc,  etc.   It  iias  been  demonstrated  by  experience  with  many 
thousands  of  children  that  these  storios  aio  roally  tiore 
satisfying  to  the  child  tjian  are  the  fairy  tales.  The  littl© 
child  is  anxious  to  learn  the  truth  about  this  wonderful 
world  which  is  to  uim  at  best  for  tjie  first  few  years  only 
"a  big,  buazing,  blooming  confusion".   Instead  of  filling 
the  child's  mind  with  useless  material  w/iioh  only  makes  this 
oonfuaion  worse,  he  ia  building  up  a  good  foundation  for 


91 


-  ',■  i. 


«  U  O-Ol' 


UJJiiD. 


'J  X  UM  i.  i 


-li'/- 


geography,  history,  science,  and  the  other  school  subjects 
that  will  follow  in  courae  of  time. 

Besides  the  regular  class  work  in  reading,  there 
is  in  connection  with  the  Junior  Wor^:,  a  Primary  Heading 
Course.  This  course  oonsists  of  two  or  three  carefully 
aoleoted  children's  hooks  which  are  read  by  the  teacher  to       v 
t^e  bepinners  wao  ojin  not  yet  read  the  books  for  themselves. 
■iFhis  becomes  a  great  incentive,  for  Just  as  soon  as  they  are 
able,  the  children  miy   have   these  books  in  their  own  hands 
and  read  them  at  their  seats  as  they  see  the  older  boys  and 
fl:ixl8  doing  with  the  books  tiiey  draw  from  the  school  library. 
More  than  tuis,  those  children  who  have  completed  the  read- 
ing of  this  course  for  tlie  year  are  given  Rauding  Course 
Certifioatea  duly  signed  by  the  teacher  and  by  the  confer- 
ence officer  a  having  ^reneral  oversight  of  the  Junior  Work* 

She  Heading  Course  idea  extends  to  the  upper  grades 
of  the  olemenLury  school,  also,  there  being  a  Jimior  and 
aleo  u  benior  Heading  Uourae.   'Jhe  underlying  idea  is  tnat  if 
ohildren  are  provided  with,  and  oncouiuged  to  read  good  books, 
they  will  form  tliat  iiabit  and  the  many  cheap,  worthless  books 
with  which  the  present  age  is  flooded  will  not  appeal  to  them 
80  Htrongly  ao  if  they  had  been  encouraged  at  first  to  like 
that  kind  of  reading,   bometimes  the  Heading  Course  Certificates 
are  presented  to  the  children  earning  them  at  a  public  gather- 
ing by  a  member  of  the  Church  Liohool  Board,   auch  an  event  is 


n.1  i\r-'. 


i.e. 


.XO't     ili-r 


!)    i)    IsllWbOtXd' 


>0 


&i 


-,-f  -a,-?^ 


-110- 


of  great  iroport  to  the  ohildren. 

Language • 

"In  our   friendship  letters,  we  say,    'jiverybody 
likes    uO  have  their   own  way',     She  buainese  man  dictates, 
'Let  us  imow  who  you  sent  it  by  and  we  will  be  glad  to 
look  it  up  for  you,'     I'he  local  pastor  says,    'They  in- 
vited my  wife  and  I  to   dinner,   t nd  we  went  without  knowing 
whether  your ue If  and  Mrs,  Brown  would  be  there  or   not,' 
The  oolioltous  teacher  ^innounces,    'If  anvone  doesn't  und«y* 
stand  this  point,   lot  them  hold  up  their   nund.  '      y.ie  aspir- 
ing student  declares,    'If  anybody  fails,    I'm  determined  it 
won't  be  me. '", 

"And  wliat   is  the  matter?     iiveryone  of  the   italicized 
words  above  is  a  good  jinglioh   word,  but   it  is  misapplied.      It 
is  a  misfit  in  the  connection  in  which  it  is  used,     vdiy  is 
it  thus  misapplied?     Chiefly  because  it  is  ueard  so  often 
this  way  that   its  use  has  become   second  nature*      '2he  business 
man  and  the   pastor  and  the  teacher    imow  better,    in  theory; 
but  the  business  man  in  his  seriousness,   the  pastor  in  his 
animation,    and   the  teacher   in  >ii8  solicitude,   litxre  each  lost 
sight   of  the   technical  rule,   and  the  old  way  crops  out   or 
its  own  accord,"     Howell:     Grammar  lianual,   pp,   5,    6, 

5?he  picture  here  drawn  by  Mr,  Howell  is  not  new. 
We  iiave  all  seen  it  before,  and  doubtless  snail  many  times 
more.     But  that  is  not  the  queation.     What  can  be  done   to 


r«s«t3  lo 


i\   r« 


** 


-.119- 


chango  such  a  condition  of  affairs?  jividently  we  must  begin 
our  corrective  cieasures  farther  back  than  with  the  business  • 
nan,  the  pastor,  and  the  teacher.   There  was  a  time  when 
each  of  these  individuals  could  neither  talk  nor  write.   If 
they  had  never  henrd  incorrect  forms  and  uses  of  words,  there 
would  be  no  need  for  such  a  school  subject  as  Language  or 
Grammar,   The  facts  are,  however,  tliat  most  children  have 
heard  these  inacciiracies  of  language  used  so  frequently  that 
the  correct  forms  sound  foreign  and  strange,  iiven  the  few 
children  who  have  been  carefully  trained  from  babyhood  to 
use  right  language  forms  when  they  enter  school  and  associate 
with  others  less  carefully  trained,  soon  learn  that  it  is  a 
matter  of  social  protection  to  use  the  prevailing  language 
of  the  playground.   Thus  the  best  efforts  of  oonscientioue 
parents  and  teachers  are  trailed  in  the  dust  of  the  "common 
road". 

Shall  the  struggle  for  a  purer  speech  cease,  then? 
By  no  means.  JJothing  can  be  gained  by  inaction.  Rather, 
let  teachers  and  parents  increase  their  efforts,  for  they  are 
worthy.   It  is  evident  that  the  earlier  the  child  is  brought 
imder  the  influence  of  a  "social  group"  that  is  careful  of 
its  speech,  the  better  it  will  be  for  the  language  training 
■  of  that  child.   Individual  efforts  are  nearly  always  fruit- 
less. The  teacher's  work  maybe  faithfully  performed,  but 


-4fJ.i.- 


)Cioa  xiio 


-*lx;^l  B^flwlfl  xliasa  eiB  .Mid©  ^riJ^  to 

tad  ,b9mro'it»q  xLluTiAtliili:  ed  \^  - -r"      .'•':- 1 


-120- 


if  the  hom«8  of  that  community  do  not  support  the  "^ork  of 
the  language  class,  little,  if  any,  ground  will  hare  been 
wrested  from  the  enemy.  The  suggestion  is  than,  first  of  all. 
for  the  teacher  to  interest  the  Parent  Teacher  Association 
in  the  matter  of  the  good  use  of  English.  Do  not  become 
discouraged  if  all  the  Association  members  do  not  fall  into 
line  at  once.   If  a  few  will  begin  the  work  in  real  earnest, 
others  will  join  the  forces  later.   Using  correct  English  is 
a  habit.   If  the  major  part  of  a  social  group  can  be  won  to 
the  use  of  good  English,  the  others  will  begin  to  feel  un- 
comfortable and  will  put  forth  an  effort  to  speak  as  other 
members  of  their  group  do.  Patience  and  effort  must  be  the 
passports  to  success* 

Hot  until  the  teaoher  of  English  can  build  up  some 
such  support  from  the  community  may  she  hope  for  permanent 
results  in  her  ^^rk.  When  she  has  done  so,  she  may  begin 
her  classroom  program  with  assurance  of  success.   This  pro- 
gram will  not  be  for  the  language  period  alone;  but  for  the 
oral  and  written  work  of  every  class  period.   There  must  be 
constant  drill.  liany  teachers  start  well,  but  fail  eyentually 
because  they  allow  a  lapse  Just  at  the  beginning  of  success* 

In  Seventh  Day  Advent! st  elementary  schools  Language 
is  correlated  with  Heading.   Teachers  are  exhorted  to  ase 
correct  English  themselves  in  order  to  have  the  greatest  in- 
fluence for  good  over  the  children.   Stress  is  laid,  also. 


■  onKofc:-  soil  ^ait  ti 

»     A  4  C<  ■Ti.^'y^r 


J^ofriciioo 


-1£1- 


upon  the  correct  use  of  the  roloe  and  of  the  abdominal 
muscles  in  voice  production.  Much  use  is  made  of  oral 
expression  in  story  telling.  In  this  exercise,  Reading, 
language,  and  Bible  are  frequently  correlated.  If  the 
breathing  and  voice  control  are  properly  directed,  the 
effort  becomes  a  good  Physical  Exercise  drill  as  well. 

In  all  grades  carefully  prepared  'rritten  work 
is  insisted  upon.   Children  are  taught  that  carefully 
written  missionary  letters,  may  win  some  soul  for  Christ. 
Children  of  the  upper  elementary  grades  may  write  accept- 
able articles  for  the  children's  own  periodical,  "The 
Little  Friend." 

Arithmetic 

This  subject,  coming  as  it  does  into  the  very 
heart  of  our  economic  life,  has  become  a  storm  center  of 
controversy  concerning  content  and  method.   The  crux  of  the 
■atter  has  been  given  in  a  report  on  the  teaching  of  math- 
ematics in  the  elementary  schools  by  The  American  Committee 
So.  1  of  the  International  Commission  on  the  Teaching  of 
Mathematics.  They  said,  "There  is  a  great  pressure  to  simplify 
the  course.   This  is  being  done  by  using  smaller  numbers  in 
the  work  in  arithmetic;  by  eliminating  topics  that  are  unduly 
confusing;  by  giving  carefully  graded,  simple  problems;  and 
by  cutting  down  the  extent  and  increasing  the  emphasis  on  the 
part  that  remains.  There  is  also  great  pressure  to  modernise 


-131- 


.-AiL 


,?i- 


r  iTi  t-^        n 


^* 


''  '■<ii} 


al   «e. 


cjl    Ml 


".ba 


U  1  ■»  'ji*' 


ajui  19 1  tarn 

rrl    *ISttsffli» 


!  iiii'ili- 


.ol& 


^^Xy  t.u 


..'2  0%'  A^LJ 


«fft 


;.-rf 


-122- 


the  course.   This  is  Taeing  done  ty  eliminating  obsolete 
material,  topics  and.   processes,  nn\   by  substituting  there- 
for modern  problem  material.   There  .8  pressure  to  make  the 
subject  possess  informational  ralue  as  -rell  as  disciplinary 
TBlue." 

Much  of  the  work  here  suggested  has  been  really 
done.   It  should  have  been  done  long  before.  With  modem 
banking  and  business  methods  and  modern  appliances  such  as 
calculators,  etc,  why  hold  the  toaching  of  arithmetic  back 
to  the  methods  in  Togue  in  the  days  of  the  ox-cart  and  the 
tallow  candle? 

Seventh  Day  Adrentist  schools  have  accepted  each 
new  elimination  of  outgrown  subject  matter  thankfully  and 
have  hailed  the  appearance  of  each  new  and  better  method  of 
^•aohing  arithmetic  with  joy.  Besides,  they  have  added  a 
few  touches  of  their  own.   In  the  first  primary  grades  num- 
ber work, including  all  the  combinations  and  other  Tork  given 
in  the  public  schools  in  those  grades,  is  correlated  entirely 
with  the  manual  training.   This  -rork  is  usually  motivated  by 
having  the  older  grammar  grade  boys  make  a  fine  model  house 
a0  one  of  their  manual  training  projects.  This  house  must 
then  be  papered,  decorated,  and  furnished  completely  by  the 
little  folks.  They  study  the  needs  of  each  room  separately 
and  then  make  the  things  needed.   Thin  carries  oiit  the  sug- 
gestion of  the  committee  quoted  above  to  make  the  -rork  Infor- 


■^  U,:'i-i-,t'C-  •If)'*' 

•<-f  tf»  T  '-.'.  'aft 


ri^    -t   ^  1 


-123- 


mational  as  well  as  disciplinary.   The  children  learn  what 
furniture  is  needed  for  each  room,  what  colors  blend  well 
(correlation  with  Art),  how  a  room  . nould  be  arranged  to  b« 
conTenient,  etc.  Real  life  problems  are  being  dealt  -rith 
and  the  number  work  lerarned  is  "needed"  in  completing  the 
project.  For  children  a  little  older  the  model  store  pro- 
ject is  of  great  ralu*.  Here  the  health  principles  advocated 
by  Seventh  Day  Advent ists  may  be  stressed*  (correlation  with 
Hygiene)*  These  model  stores  do  not  carry  meats,  drugs,  cos- 
metics, or  tobacco,  pickles,  and  other  articles,  not  conduciv* 
to  building  up  strong  bodies  and  clear  minds. 

In  the  text  book  work  (a  standard  public  school 
t«xt  is  used)  standard  public  school  methods  are  used.  Prob- 
lems of  denominational  interest  are  often  substituted  for  some 
foimd  in  the  text  or  given  as  supplemental  work.   The  aim  of 
the  teacher  is  to  discourage  a  spirit  of  earning  money  for 
money's  sake.   The  idea  held  before  the  pupil  is  that  the  more 
money  one  can  earn  honestly  the  better,  if  one  does  good  ^ith 
it.  He  must  not  allow  a  fellow  being  to  suffer  want  when  ha 
has  raonay  with  which  to  supply  his  brother's  need.  The  child 
la  also  taught  how  to  estimate  the  tithe  on  various  kinds  of 
incomes  and  encouraged  to  put  this  instruction  into  practice. 

Practical  problems  arise  in  connection  with  the 
school  garden  project  and  with  the  various  missionary  funds 
raisad  and  distributed  in  connection  Tith  the  Junior  Work. 
Clubs  of  magazines  are  ordered  and  sold,  raanaal  training. 


^        ri!>.-;,'.    ?:♦ 


00 


•rroo) 


04 


\C 


•Uv' 

.it 
enLn  el 


'9.<s>ia7 


-124- 


domestio  science,  and  gfrden  products  ai-e  sold.   This  calls 
for  a  knowledge  of  simple  aooounting  which  thus  comes  In 
naturally  with  the  regular  school  activities.  These  are 
all  real  projects  and  not  "play  projects".   If  a  project 
fails,  somebody  must  actually  make  good  the  oash  deficit. 

In  the  use  of  money  children  are  taught  self- 
control  and  self-denial.   "Shall  we  spend  this  money  for 
candy  to  gratify  ourselves  or  shall  we  send  it  to  heathen 
children  that  they  may  learn  about  Jesus  Christ?"  Bo   co- 
ercion is  used  of  course,  but  the  ideal  of  using  our  money 
to  bless  others  rather  than  to  pamper  our  own  selfishness  is 
kept  before  the  child  constantly.   The  child  is  taught  to  buy 
useful,  rather  than  orneunental  nrticles.  He  is  encouraged  to 
lay  his  treasure  up  above  "where  neither  moth  nor  rust  doth 
corrupt,  and  where  theives  do  not  break  through  and  steal". 

Penmanship • 

Two  things  are  necessary  in  handwriting,  —  legi- 
bility and  speed.  Thorndyke,  Ayers,  and  others  hare  devoted 
auch  time  and  effort  to  determine  by  scientifically  graded 
scales  in  handwriting  Just  what  standard  of  legibility  and 
of  speed  the  elementary  school  child  needs  to  reach  in  order 
that  hi  may  meet  the  demands  made  upon  him.  A  number  of  very 
satisfactory  scales  have  been  devised  for  handwriting  and  are 
being  used  quite  generally  throughout  the  country.   These 
cheok  up  the  work,  not  only  of  the  individual  child,  but  of 
the  school  and  of  the  school  system  to  which  he  belongs. 


\iiJ 


x>»:t'  ,  ,  ,  has 


'      i2.ji     btfxiiWB 


't     t^fHC    ^RC!     A. 


-1£5- 


By  the  use  of  the  scale  the  teacher  learns  whether  each  child 
in  her  room  is  up  to  the  standard  in  speed  and  in  quality  of 
writing.   If  the  child  is  below  etaidard,  let  us  say  in  spfed, 
hut  normal  or  above  in  quality,  then  the  teacher  works  to 
"bring  that  child's  speed  up  to  par.   The  child's  work  is  rot 
estimated  according  to  some  teacher's  "opinion"  of  good  writ- 
ing —  which  practice  always  discouraged  the  poor  writer  and 
■purred  on  the  skillful  writer  to  a  point  of  excellency  from 
which  he  ■p/ould  probjibly  drop  as  soon  as  he  left  school,  and 
besides  consume  vrluable  time  that  might  have  been  used  to 
better  advantage  on  some  other  subject  —  but  according  to 
a  universally  accepted  standard  by  which  the  child  may 
evaluate  his  own  ^^rk  almost  as  skillfully  as  can  the  teacher. 

When  a  child  has  acquired  standard  skill  and  main- 
tained it  for  a  period  of  time,  he  may  be  allowed  to  devote 
the  regular  time  of  the  penmanship  drill  to  some  subject  in 
which  he  has  not  yet  reached  the  standard. 

In  Seventh  Day  Adventist  schools  the  Palmer  System 
of  penmanship  is  used.   Use  is  made  of  the  scales  mentioned 
above,  and  good  results  are  being  obtained.  No  need  has- 
been  felt  for  different  material  or  separate  methods  in  the 
teaching  of  this  subject. 

Physiology  and  Hygiene 

Probably  no  people  living  feel  more  the  importance 
of  clean  living  than  do  Seventh  Day  Adventints.  To  promote 


«V0 


aJt 


io9«^ 


io 


-1£|- 


health  is  felt  to  be  a  religious  duty.  The  body  is  re- 
garded as  "the  temple  of  the  Holy  Chost  -ihioh.   dwelleth  in 
you".  Much  is  said  in  the  book  "Edu •  tion"  ooncerning  the 
importance  of  physiology  as  a  subject  of  study.  A  few  quota- 
tions follow. 

"Without  health,  no  one  can  as  distinctly  under- 
stand or  as  oon5>letely  fulfill  his  obligationa  to  himself, 
to  his  fellow-beings,  or  to  his  Creator.   Therefore  the 
health  should  be  as  faithfully  guarded  as  the  cliaracter.  A 
knowledge  of  physiology  and  hygiene  should  be  the  basis  of 
all  educational  effort. 

"Though  the  facts  of  physiology  are  now  so  gen- 
erally understood,  there  is  an  alarming  indifference  in  re- 
gard to  the  principles  of  health.  Eren  of  those  ^o  have  a 
knowledge  of  these  principles,  there  are  few  who  put  them  in 
practice.   Inclination  or  impulse  is  followed  as  blindly  as 
if  life  were  controlled  by  mere  chance  rather  than  by  definite 
and  unvarying  laws* 

"In  the  study  of  physiology,  pupils  should  be  led 
to  see  the  value  of  physical  energy,  and  how  it  can  be  so  pre- 
served and  developed  as  to  contribute  in  the  highest  degree 
to  success  in  life's  great  struggle. 

"Children  shotild  be  early  taught,  in  simple,  easy 
lessons,  the  rudiments  of  physiology  and  hygiene.   The  vork 
should  be  begun  by  the  mother  in  the  home,  and  should  be  faith- 
fully carried  forward  in  the  school.  As  the  pupils  advance  in 


~f1' 


■:  r.  f «  t 


•w  0tii   ii 


fttiT  doe  0^ 


}i  'U  i    KX       ^  * 


•9i 


i  ;^  •  ■  l  "-<  *..'       17  U        ±J.>      .i.*T 


©ii*  al  j^  fie>l7i«o 


-127- 

years,  instruction  in  this  line  should  be  continued,  until 
they  are  qualified  to  care  for  the  house  they  live  in.   They 
should  understand  the  importance  o/  guarding  against  disease 
by  preserving  the  vigor  of  every  organ,  and  should  also  be 
taught  how  to  deal  with  conomon  diseases  and  accidents.  Every 
school  should  give  instruction  in  both  physiology  and  hygiene, 
and,  80  far  as  possible,  should  be  provided  r.'ith  facilities 
for  illustrating  the  structure,  use,  and  care  of  the  body. 

"There  are  matters  not  usually  included  in  the  study 
of  physiology  that  should  be  considered,  —  matters  of  far 
greater  value  to  the  student  than  are  many  of  the  technical- 
ities commonly  taught  under  this  head.  As  the  foundation  prin- 
ciple of  all  education  in  these  lines,  the  yovth  should  be 
taught  that  the  laws  of  nature  are  the  laws  of  Grod,  —  as  truly 
divine  as  are  the  precepts  of  the  decalogue.   The  laws  that 
govern  our  physical  organism,  God  has  written  upon  every  nerve, 
muscle  and  fiber  of  the  body.  Every  careless  or  wilful  viola- 
tion of  these  laws  is  ,  a  sin  against  our  Creator.  .  .  • 

"There  is  a  physiological  truth  —  truth  that  we 
need  to  consider  —  in  the  scipture,  'A  merry  (rejoicing) 
heart  doeth  good  like  a  medicine.* 

""Let  thine  heart  keep  my  conimandments*,  God  says; 
"for  length  of  days,  and  years  of  life,  and  peace,  shall  they 
add  to  thee".   "They  are  life  unto  those  that  find  them,  and 
health  to  all  their  flesh."   "Pleasant  wo  xLs"  the  Scriptures 


,&v 


ttM    Tftrtt 


:i   ^tf^-a.tt-vr 


I'x 


C/     tf'fiC^ 


.Da 


-128- 


declare  to  be  not  on?.y  "sweet  to  the  soul",  but  "health  to 
the  bones." 

"Among  the  first  things  to  li9   aimed  at  should  be 
a  correct  position,  both  in  sitting  and  in  standing,   Ood 
made  man  upright,  and  He  desires  him  to  possess  not  only 
the  physical  but  the  mental  and  moral  benefit,  the  grace  and 
dignity  and  self-possession,  the  :Ourage  and  self-reliance, 
which  an  erect  bearing  so  greatly  tends  to  promote.   Let  the 
teacher  give  instruction  on  this  point  by  precept  and  ex- 
ample.  Show  what  a  correct  position  is,  and  insist  that  it 
shall  be  maintained," 

Much  more  might  be  said  along  this  same  lin'i  but 
sufficient  has  been  said  to  make  it  evident  that  Seventh  Day 
Adventists,  in  theory  at  least,  are  great  admirers  of  the 
perfect  body.   That  they  are  doing  their  best  to  promote 
health  for  everybody  is  evidenced  by  their  complete  system 
of  sanitariums  which  encircles  the  globe.  Natural  >  eatments 
and  remedies  (water,  electricity,  etc.)  largely  take  the  place 
of  patent  medicines  and  drugs  in  their  treatment  of  dise«se. 
Proper  diet  and  right  habits  of  living,  abstinence  from  the 
use  of  tobacco  and  narcotics  of  all  kinds,  sufficient  exercise, 
fresh  air,  and  sunshine  amid  pleasant  surroundings,  have  restored 
many  tired,  worn-out  men  and  ^omen  to  a  normal  condition  of 
health  again.   These  principles  of  -ight  living  are  taxight  to 
the  Seventh  Day  Adventist  child  from  infancy.   The  school 


\i.n 


^^" 


-,t 


tB^llV 


Xjioia^nq  o 


•Tis  netLsnmt 


i  '^'-vu 


SJ. 


.,,( 


',;:i:ij. 


■  nnox:. 


x^srtc 


09 


f?    ifEOT^ 


-129- 


merely  continuea  the  ^rork  begun  in  the  home.  A  olean  life 
and  Christian  living  demand  that  Vheso  God-giren  principles 
of  health  shall  be  adhered  to. 

Ihus  it  appears  that  the  Hygiene  of  right  living 
Is  stressed  more  than  merely  the  structure  and  uses  of  the 
various  bodily  organs.   In  order  thnt  the  teacher  may  b«  In- 
telligent concerning  the  physical  needs  of  each  child  and 
make  her  ^rork  for  him  constructive  (and  corrective  if  need 
be)  an  annual  physical  examination  of  each  school  child  is 
provided  for  early  in  etioh  school  year.   If  a  child  is  in 
need  of  physical  care  of  any  kind  such  need  is  at  once  re- 
ported to  the  parent  or  guardian  of  such  child,  and  such 
parent  or  guardian  is  encoiiraged  to  have  a  reliable  physician 
look  after  the  case  at  once* 

The  General  Conference  Department  of  Education  has 
adopted  a  lumber  of  minimum  essential  standards  regulating 
the  sanitary  conditions  of  grounds,  buildings,  lighting,  heat- 
ing, ventilating,  etc.,  all  of  T»hich  aim  to  bring  the  child  to 
his  highest  possible  sta^e  of  physical  development. 

U.  S.  History  and  Civics 

The  work  of  these  subjects  in  the  public  schools 
usually  begins  by  building  up  the  European  setting  for  the 
discovery  of  America.   The  setting  for  the  Seventh  Day  Ad- 
ventist  child  begins  at  the  creation  of  the  world.  Beginning 
at  the  Garden  of  Eden  man's  history  is  briefly  traced  until 


aJlii 


I     finnHo- 


CLfS 


-130- 


the  ?lood.  Th^n  the  ITamilles  of  Uoali,  Ham,  Shera,  and  Japheth 
are  traced,  especially  the  Japhpthic  branch  to  'rhioh  we  our- 
selres  belong.  The  pupil  Is  made  fvnillar  with  the  four  ^orld 
empires  of  Babylon,  Medo-Pereia,  Greece,  and  Rome.  The  arents 
leading  up  to  and  surrounding  the  breaking  up  of  Rome  into  the 
Ten  Kingdoms  and  the  formation  of  the  modern  European  nations 
are  next  studied.  The  child  is  made  familiar  with  the  Bible 
prophecies  regarding  the  rise  of  the  United  States  of  America. 

Prom  this  point  on  the  subject  matter  and  general 
methods  of  teaching  History  and  CItIcs  are  much  the  same  as 
are  usually  giren  in  the  public  schools.  The  child  la  taught 
upon  Blbla  authority  that  ciril  gorernments  are  ordained  of 
God  and  that  it  is  our  Christian  duty  to  pray  for  our  rulers 
and  for  the  success  and  well-being  of  our  nation.  loyalty  to 
the  flag  is  taught  and  children  are  told  stories  of  how  the 
American  flag  protects  the  missionaries  in  foreign  countries. 
Special  days,  lilce  Washington's  and  Lincoln's  birthdays,  are 
made  the  occasions  of  special  study,  stories,  and  programs. 
Tha  writer  recalls  with  pleasure  an  elementary  school  drama- 
tization of  the  Birth  of  the  American  Flag  that  was  being  giren 
in  a  room  in  which  ha  wps  visiting.   In  some  schools  every 
important  historical  date  la  indicated  on  the  monthly  black- 
board calendar. 

In  addition  to  the  regular  '^ork  of  the  Civics  class, 
mock  elections,  mock  trials,  and  the  like  are  frequently  given 


died.'. 


hr-i 


aac 


o"- 


.  /i 


90     <ID 


ia 


i  7 


i:M       ,    ::i.i3-oax9  soca 


-131- 


in  order  to  add  interest  and  impreanivenesB  to  the  work.   In 
both  History  and  Civioa  public  school  texts  are  used. 

Denominational  dates  as  ^^^11  as  historical  dates  pre 
noted  as  they  pass.  The  development  of  our  national  history 
is  noted  as  it  is  recorded  in  Bible  prophecy.  By  this  method 
of  the  study  of  U.  S.  History,  our  nation  becomes  to  the  child 
one  of  the  chief  factors  in  the  great  faaily  of  nations.-  He 
is  made  aware  of  the  responsibility  of  the  people  of  America, 
who  have  made  such  progress  in  ciTilization,  to  lend  a  hand 
to  their  neighbors  in  orier  that  other  peoples  may  enjoy  the 
freedom  and  blessings  of  democracy  that  we  do.  More  than  this, 
the  sympathies  of  the  child  are  aroused  for  all  down-crodden 
hmnanity  everywhere  and  his  mind  is  led  out  to  the  day  in  the 
near  future  when  le  may  offer  his  services  to  aid  in  lifting 
them  to  a  higher  plane  of  living. 

It  is  impressed  upon  every  Adventist  child  that  to 
be  an  honest,  upright,  loyal  citizen  of  his  own  country  is 
his  Christian  duty.  Whenever  he  can  by  his  influence  or  his 
vote  aid  to  place  clean  honorable  men  in  places  of  responsib- 
ility he  should  do  so.  For  a  Christian  man  or  vroman  or  boy 
or  girl  to  need  special  officers  of  the  law  to  keep  them  from 
disobeying  the  laws  of  the  land  is  a  disgrace.   If,  however, 
it  shoiild  ever  happen  that  a  law  of  the  land  should  conflict 
with  the  law  of  God,  the  child  is  taught  that  xinder  such  cir- 
cumatances  he  should  obey  God's  law  first  and  that  if  by  so 


et 


ai. 


a 


tb 


■'di  tiiii/t 


-13E- 


doing  he  should  be  Judged  guilty  of  breaking  the  law  of  his 
country,  he  might  with  a  clear  cov science  take  his  punishment 
and  leave  God  to  be  his  final  Judga.  This  is  merely  the  recog- 
nition that  God,  being  the  founder  of  civil  governments,  is 
still  interested  in  their  affairs.   It  may  be  possible  for 
nations  as  well  as  for  us  individually  to  infringe  upon  His 
lawful  rights,  1/?e  ax-e  to  pr^y  that  God  Mrill  protect  our 
government  from  making  any  such  mistakes. 

Geography 

Practically  every  Seventh  Day  Adventist  child  has 
either  a  relative  or  a  personal  frieAd  doing  missionary  work 
in  some  foreign  country.  Letters  are  received  fran  them;  the 
denominational  papers  give  reports  of  their  work  and  of  the 
country  and  of  the  people;  Missionaries  who  are  in  the  hom« 
land  on  furlough  speak  in  the  ]»ivger  churches  and  at  the  annual 
camp -meetings.  Thus  th"  subject  of  geography  is  motivated. 
Thm   work  of  the  primary  grades  is  given  orally  in  connection 
with  the  class  in  Oral  Bible-Nature.  Later  it  is  a  part  of 
the  regular  class  work  in  Natxire  Study.  Still  later  it  is  taken 
up  as  a  separate  subject  of  study. 

A  lively  discussion  has  been  carried  on  for  a  number 
of  years  as  to  the  proper  method  of  teaching  geography.  The 
"world  plan"  has  had  a  number  of  ardent  advocates  and  that 
plan  has  been  quite  fully  worked  out,  and  in  some  schools 
used  successfully.  Others  have  maintained  that  the  better  way 


d/i  aciv  fc 


Ilta 


Xr 


-isa- 


is  to  use  the   "oontinent"  plan  of  study,   using  the    "world 
plan"  only  tea  deyioe  for  reTlew  work.i:  ao  far  as  the 
writer   ie  able  to  judge  from  personal  oontuot  with  many  of 
the  teachers  and  from  his  reading,    the  latter  metiiod  is 
gaining  ground  and  probably  will  be  used  quite  generally 
next  year. 

One  ohief  reason  for  the   "world  plan"  adTOoaoy 
was  that  by  teaching  geography  in  that  wtjy  it  would  correlate 
better  with  other   subjeota  of  the  elementary  oturiculiua. 
This  was,   doubtless,   at  least  theoretically,   the  better  plan; 
but   it  was  not  practical    ftom  the   fact  that  no  denominational 
geography  had  been  developed,     a  SeTenth  Day  Adventist  teacher. 
Miss  Kliza  Morton,   iiad  written  a  very  good  geography  for   pub- 
lic  schools  wnich  was  adopted  by   tlie  denomination.     This  book 
was  developed   on  the   "oontinent"  plan  and  the    effort   to  use 
it  as  the  basis  of  work  on  the    "world"  plan  was  of  course 
futile.      In  the    effort  to  do  so  teachers  were  overworked   in 
mddng  out  the   assignments  and  pupils  were   confused  in  trying 
to   follow  them.     Assignment  outlines  were  wB,de  out  to  go  with 
Morton's  geography;   but  even  this   iias  not  been  a  success. 

The   subject  of  geography  in  iieventh  Day  Adventist 
sohools  is  made  the  basis   of  the  study  of  the   denominational 
organization,   consisting  of  the    General,    or   world.    Conference, 
Division  Conferences   (Continents,   etc).   Union  Conferences, 


t  «  » 

.'OS 

t 


fjjt  si 


-135- 


and  iiooal  Confer enoes  and  liission  i'ields.   The  World  V.ax, 
of  course,  hus  disarranged  denominational  boundaries,  as 
well  as  national  boundaries,  in  Jiuxope;  but  a  delegation  of 
General  Conference  nan  are  spendinf  tlie  auraner  in  Europe  re- 
organising Union  and  Local  Conferences  on  the  basis  of  the 
new  political  organization  there. 

denominational  units  as  well  as  the  regular  polit- 
loal  units  are  made  the  basis  of  study,  e.g.,  there  is  in 
the  weijtern  part  of  the  country  the  Pacific  Union  Conference. 
This  conference  includes  the  states  of  California,  Uerada, 
Utah,  and  Arieona.   'j?he  children  living  in  this  territory  will 
be  expected  in  their  work  in  geography  to  draw  a  map  of  their 
Union,  the  local  conferences  being  marked  off,  and  the  chief 
schools,  conference  neadquarte; s,  sanitariums,  the  publish- 
ing hou;3«,  medical  college,  etc.,  located  on  the  map.  Similarly 
they  will  be  expected  to  make  a  laap  of  the  United  ijt&tes  mark- 
ing off  the  boundaries  of  the  nine  Union  conferences,  . utting 
in  the  headquarters  of  each,  their  chief  schools,  etc.   so 
likewise  for  the  foreign  Unions  and  leading  Mission  fields. 
The  ciiildren  will  study  the  political  geography,  the  climate, 
products,  industries,  and  social  conditions  in  vaoh  of  these 
UnionG  in  order  that  they  may  appreciate  the  conditions  under 
which  missionaries  in  that  field  are  laboring.  Many  of  these 
children  will  go  to  these  fields  as  missionaries  themselyes 
in  the  near  future  and  they  need  to  know  tne  preparation  that 


>90a.Q\ 


♦»«?! 


'jA' 


L»00d 


kiii.'. 


;<»mKS 


-4lWii\,,i       tn,J>      ,.'.'}yW 


Mo  sni 


•b 


dOXq 


HMStwxitf    ttnjt 


-las- 


is  ueoessazy  fox  workers  in  the  Tarloue  fields. 

The  ohildren  will  be  familiariaed  with  the  work 
heing  now  carried  on  in  eaoix  of  these  l&rger  denominational 
Tinita  and  with  the  existing  needs,  i'hey  will  learn  what 
miseionarieB  are  in  each  field  now  and  periiaps  correspond 
with  them.   Thus  leterwriting  would  be  motiyated.  The  letters 
reoeiTed  from  the  misaionaries  enoou rages  and  4id8  in  the 
Jimior  Work. "  beyenth  iiay  Adrentist  onildren  are  encouraged 
in  ^11  their  school  work  to  prepare  tnemselves  for  some  line 
of  missionary  endeavor,   ihey  sire  taught  that  a  business  man, 
an  engineer  in  a  publishing  plant,  a  printer,  a  oarpenter ,  ox 
any  artisan,  may,  by  his  life  and  work  and  money.  Just  as 
effect iTsly  aid  in  the  propagation  of  the  Gospel  as  may  the 
preacher  wno  stands  in  the  jUJLpit.   The  preacher  without  the 
aid  and  support  of  his  congregation  becomes  a  "preacher" 
merely. 

Individual  outline  .  aps,  olausroom  waHmaps,  and 
other  devices  facilitate  the  work  of  the  toachei  of  geogxaphy. 
This  bxief  description  of  the  woxk  will  make  plain  to  the 
reader  that  the  teaching  of  geography  in  i,eventh  jDay  Adventist 
schools  is  conducted  ([uite  differently  from  what  it  is  In  the 
xegulax  public  bc-oooIs. 

Spelling 

Up  to  and  including  grade  five  Hale's  Primary 
Speller   is  used.      This  is  a  denominational  book  Wiiloh  correlates 


-J-; 


Xua 


vX 


d6.^aIsixot>  .  tflillaqe; 


-137- 


with  the  reading  work  foirnd  in  the  "Srue  iiiduoation  Readers'* 

which  BerieB  is  used.   IThe  general  plan  of  two  new  words  )>b  z 

day  with  a  number  of  review  woa da  is  followed.   Dictntion  work 

is  also  provided.   2he  ohlldren  are  taught  a  ntuaber  of  Bible 

and  other  words,  ospecially  needed  in  the  written  language 

work,  in  addition  to  such  words  as  children  are  supposed  to 

know  aouording  to  the  Ayres  standard.  The  general  devioea 
and  methods  developed  for  public  scnool  spelling  are  used  and 

therofore  need  not  be  detailed  here.   With  otiier  subjects  of 
the  elomentary  c  rriculujn,  spelling  is  stressed  as  very  impor- 
tant, i^ivery  cnild  Siiould  learn  to  spell  oorreotly.  Ilo  aca- 
demic student  is  graduated  from  his  partioulur  scnool  without 
having  reaoaed  a  minimum  grade  of  85  both  in  reading  and  in 
spelling. 

Manumental  V/ork. 
Uuoh  has  already  been  said  concexAlmg  physical  labor 
as  a  developer  of  ciuiracter.  '2hQ   v»ork  of  the  child's  imnds  in 
the  primary  grades  is  intended  to  oo ordinate  mind  and  muscle. 
The  muscles  must  be  taught  to  obey  the  mind.   It  is  prevooa- 
tlonal  and  leads  directly  up  to,  and  prepares  for,  the  voca- 
tional occupations  of  txxe  Intermediate  iichool  and  Academy.   The 
fact  taat  the  number  work  of  the  first  primary  grades  is  cor- 
related with  the  manumental  work  has  already  been  stated. 
The  general  outline  of  work  is  as  follows: 
Grades  1  to  3,  paper  and  cardboard;  grades  3  and  4,ele- 


c. 


.'^o/yu'>j 


JlwJt.      • 


.  •ill 


t>H     tin/V'i  1  TV     Rat      Tot 


>5atG 


-138- 


mentary  sewing;  prndeB  7  and  8  garment  making.   ThiB  woxk 
is  for  the  girls.   The  work  for  the  boys  is  differentiated 
at  grades  5  or  6.  from  this  point  on  they  do  regular  benoh 
»ox^^Xn   the  wood  shop.   In  connection  with  their  shop  work 
thr,y  are  given  cf^chanioal  dravring  and  taught  the  care  of 
tools.   All  grades,  both  boys  and  gizls,  &ze  given  school 
gardening. 

In  California  the  school  garden  projects  may  be 
developed  during  the  regiilar  school  term.   In  other  less 
favored  sections  of  our  country  where  the  winters  are  long 
and  severe,  the  "home  garden"  projects  are  more  profitab?.e. 
All  the  children's  gardens,  whether  carried  on  as  home  or 
school  projects  aro  "misaionary"  gardens.   The  chief  motiva- 
tion hexB  in   to  raise  money  for  the  boys  and  girls  in  other 
lands  that  they  may  leorn  about  Jesus,  JSach  i^ dividual 
school  laay,  if  it  chooses,  devote  all  money  raised  in  this 
way  over  and  above  the  Junior  Missionary  Volunteer  Goal  for 
that  school,  to  the  purchase  of  books  for  their  own  library 
or  to  any  other  local  cause  that  they  may  choose. 

This  interesting  work  also  beoomed  the  basis  of 
work  in  simple  accounting}  in  method a  of  preparing  and  maiket- 
ing  the  school  or  home  garden  products;  the  study  of  soils, 
fertlllaers,  etc;  of  exporimnntal  garden  work;  of  the  handling 
of  plant  peats  and  diseases;  and  of  much  other  practical 
knowledge  that  every  boy  and  girl  should  posHsss.   Thus  again 


■bM- 


X<' 


•  ^ 


i.\t4,*^-  i^i- 


*6  ^ 


. f.)  '"♦■u;. 


<u2   .  ,  ,i 

.0 

itt  at  4%o« 
.    to  It  I 

to  cot 


-3,39- 


Is  seen  the  tendency  in  aerenth  Day  Adventist  eohools  to 
maice  all  the  work,   even  of  the  elecaentaxy  grades,  as  prao- 
tioul  as  posslljle.     AS  in  ancient    Israel  every  boy  and 
everj  girl  must  learn  some  trade   or  oocupatlon  whereby  they 
miz^-'^  be  independent  of  oare     or  support  by  others,   so  it 
is  deemed  necessary  for  the  children  today  to  learn  to  be 
helpful  with  tlieir    /lands.     i'hey  must  learn  (what  many 
American  children  nerer  have  learned,   to  their  own  and 
the  nation's  shame  ) that  honest   toil  is  not  only  honorable, 
but  necessary  for  an  all-round  development .     for  this  reason, 
each  child  is  expected  to  take  his  turn  at  keeping  the  school 
room  and  premises  clean  and  tidy.      (The  child  that  takes  his 
turn  at  sweeping  the  school  room  is  less  likely  to   be  care- 
less about  coning  in  with  mud  on  nis  boots,     Shis  becomes  a 
real  step  in  cnaracter  development.      It  is  the   writer's 
opinion  tiiat   provision  should  be  made  whereby  girls  who 
desire  to  v/ork  in  the  wood  shop  might  be  allowed  to   do   so 
axid  that  boys  who  oare  to  should  take  work  in  domestic  econ- 
omy and  household  arts.     Doubtless  many  nomes  would  be  far 
happier   if  husband  and  wife  possesoed  a  little  more  kciowledge 
of  the  other's  work  and  problems,     somewhere   in  the  elemen- 
tary course  -  in  physiology  or   elementary  biology  or    in 
household  :  *'^^»   *"   ^^  *^®  general  exercises  —  the  foundation 
knowledge  for  the  founding  of  a  Christian  home,  with  father, 
mother,  and  children,   snould  be  given.     This  vitally  important 


•iU»hfwt  &i  ■'■  a^ 


,    -^ftT© 


d.itouyt- 


tesak 


•d 


«»'  X6- 


i. 


on 


-140- 


work  18  negleoted  in  all  our  schools,  seventh  2)ay  AdTentist 
teaohezs  oould  wall  afford  to  be  the  laauers  in  a  moveiaent 
of  this  kind. 

Art 

In  many  of  the  ungraded  schools  Art  as  a  school 
subject,  while  listed  as  one  of  the  studieis  of  the  prograa, 
has  been  given  quite  irregularly.  ITiiis  iias  been  caused  by 
a  frequent  change  of  teachers,  some  of  whom  could  not  toaoh 
art*   Gradually  with  the  establishment  of  Jiormal  departments 
in  the  colleges  and  in  some  of  the  larger  academies,  and  the 
raising  of  certification  standards,  tiiis  condition  has  been 
largely  xemedied.   During  the  summer  sessions  of  the  colleges 
maoh  attention  is  glTen  to  art,  music,  and  the  manual  arts. 
This  work  may  then  be  taken  by  such  eleuentary  teachers  as 
have  not  yet  /:ad  a  complete  itormal  school  training.   In  a 
young  system  of  schools  such  as  the  beventii  ])ay  Adventist 
schools  is,  it  is  natiiral  that  the  traditional  major  subjects 
of  the  curriculum  should  be  developed  first.   This  preliminary 
work  is  now  well  in  hand,  and  art,  with  a  few  other  left- 
overs, is  finally  coming  into  its  own  sphere  of  importance 
and  usefulness. 

All  children  may  learn  to  draw  with  more  or  less 
skill;  few  ever  become  artists.   The  work,  therefore,  is 
given  for  the  many.   iSvery  cnild  should  be  taught  to  see  the 
beauty  in  the  various  forms  and  colore  about  us.   Such  an 


iir 


at    . 


aaia 


-141- 


appreoiation  on  the  part  of  the  child  will  enrich  his  study 

of  nature  and  thrill  his  own  bouI  as  well,  hov  fortunate 

It  is  for  children  to  have  for  their  teacher  one  whose  soul 

responds  to  the  aesthetic  and  who  nelps  the  children  to 

partake  of  the  same  jojt,   Yiorking  in  the  garden  plot,  the 

school  field  excursions,  week  end  outings,  and  many  other 

occasions  afford  an  opportiuiity  to  see  and  to  feel  what 

has  beon  talked  about  during  the  drawing  period  in  the 

classroom. 

Drawing  is  useful  to  the  child  in  school  as  well 

as  it  will  be  later  in  life.  What  a  pretty  litle  pa^e  he 

may  make  for  nls  lemguKge  paper;  what  splendid  note-books 

he  can  make  for  physiology,  nature-study,  etc,   '^hen  there 

are  the  lettering  and  ciotto  making,  and  so  m^y  ways  in 

wnioh  the  drawing  art  is  useful.   Both  boys  and  girls  need 

to  learn  what  colors  harnoniae  and  which  do  not.  How  often 

we  are  distressed  at  the  lack  of  such  knowledge  au  we  walk 

on  the  street  or  ride  in  the  uar. 

And  then  the  art  knowledge  that  is  needed  in  the 
i  -  'f  ■ 
appointment  of  our  own  homes/  Wtiat  ugly  cheap  pictures 

decorate  our  vrallsj  what  horrible  wall  paper;  what  draperies! 

We  just  haTen't  the  heart  to  opoak  of  the  streets  and  the 

exterior  of  the  buildings.   What  a  field  of  usefulnesR  for 

the  art  teacher  or  the  teacher  of  art! 

Our  homes  may  not  be  costly  or  grand,  but  they  may 


©3- 


yM.  %*i^ 


I,   eW 


-i42- 


be  artistic  -  evon  one  room  may  Toe  ttU-it  -  if  w«  imow  how  to 
make  them  so.   Qarmonts  uay  be  of  ordinary  material,  yet 
80  designed  that  every  pleasing  charaotoristio  of  the 
wearer's  personality  is  enlianced,   utout  people  do  not  need 
to  wear  two-inch-wide  black  end  orange  otripes  parallel  with 
the  ground  or  slender  people  wear  them  the  other  way,  or  for 
that  matter  do  they  need  to  wear  them  at  all.   When  people 
cire  educated  not  to  want  such  things,  manufacturers  will 
stop  making  tliem.  They  simply  serve  the  trade  and  produce 
what  can  be  sold. 

While  art  instruction  may  profitably  launch  out 
into  the  fields  iiere  suggested,  the  regular  drawing  period 
of  an  ungraded  Oimrch  school  must  be  devoted  to  a  carefully 
graded  course  in  form,  color,  and  design.  Various  media  are 
used  such  as  orayola,  water-color,  oitarooal,  and  ink.  ifree- 
hand  drawing  and  interpretative  work  are  encouraged.  Any 
child  showing  special  talent  in  art  work  should  be  encouraged 
to  develop  that  gift*  Seventh  ]>ay  Adventists  publish  many 
Illustrated  books  and  magazines.   They  pay  very  high  rates  to 
outside  artists  for  this  work.   Carefully  trained  denomina- 
tional talent  would  be  a  valuable  asset  to  them. 

Music 

for  many  years  the  Tonic  iiol  Fa  method  as  developed 
by  Gerard  Gerritsen  was  the   only  one  used  in  elementary 


-;?^.t- 


0  2    fWii?    ©3f/«J 


»-jiUj;wiii    i3u. 


I3f  ^t.*- 


^i.«. .   uiiixa  • 
-antac. 


:X 

•    ■  I'j 


.■3Ui:»i' 


i.9U    a 


-143- 


lieventh  Day  Adrentlst  sohoola  in  the  te&ohing  of  mueio.   This 
method  did  not  meet  the  general  favor  of  those  who  tried  to 
use  it  and  finally  the  General  Department  voted  to  diecontinu* 
its  use.  At  present  each  te>  oher  is  left  free  to  develop  the 
work  in  musio  as  ehe  sees  fit.   Union  and  local  conference 
educational  leaders  usually  isuue  some  sort  of  a  music  syllabus 
for  the  suggestive  guidance  of  the  teaolier.   In  this  syllabus 
are  set  forth  minimum  requirements  for  the  subject,  and  the 
teacher  may  accomplish  the  work  after  her  own  pleasure. 

Many  splendid  rote  songs  for  the  primary  grades  have 
been  composed  by  Miss  Amia  A.  Pierce  and  published  from  month 
to  laonth  in  the  magazine.  Christian  iiiducator.  For  general  open- 
Ing  exercises  and  Junior  Meetings  tne  collootlDn  of  songs, about 
one  thousand  in  number,  ioiown  as  "Christ  in  ^ong"  are  the  most 
frequently  used.   Shis  song  book  is  used  aloo  in  church  me. t- 
ings  and  thus  the  children  are  prepared  to  assist  in  the 
regular  congregational  singing.  For  class  room  use  during 
the  lausic  period  some  utandard  public  school  music  reader  is 
used.   Children,  and  everyone  for  that  matter,  are  encouraged 
to  progress  as  far  as  poooible  in  i.usic,  both  vocal  and  in- 
strumental.  Again  we  quote  from  the  book  iiducfttion:  ' 

'*AB  the  children  of  Israel,  journeying  .through  the 
wilderness,  Cueered  their  w|iy  by  the  music  of  sacred  song, 
80  God  bids  his  children  today  gladden  their  pilgrim  life, 
There  are  few  means  more  effective  for  fixing  Uis  words  in 


•  U  >    JS    !tu     {TXOU     9JI08     •!< 


f ,. 


aw-. 


19  9d 


no.      •   XIoo    t. 


mAt  tttiiit  ka»  9^ni 


sot   V 


u 


,   .v.dflie6Xlw 


-144- 


the  memory  t}ian  xepoatlng  them  in  eozig.  And  such  song  has 
wonderful  povrer.   It  has  power  to  subdue  rude  and  unculti- 
Tated  natures;  power  to  quicken  thought  and  to  aonraken 
sympathy,  to  promote  harmony  of  action,  and  to  banish  the 
gloom  and  foreboding  that  destroy  courage  and  weaken  effort. 

'*It  is  one  of  the  most  effeotiTe  neans  of  impress- 
ing the  heart  with  spiritual  truth,  liow  often  to  the  soul 
hard-pressed  and  ready  to  despair,  i>.emory  recalls  some  worH 
of  God's,  —  the  long-forgotten  burden  of  a  childhood  song,  — 
and  temptations  lose  their  power,  life  takes  on  new  lean- 
ing and  new  purpose,  and  courage  and  plfc-dneas  are  imparted 
to  other  souls i 

"The  value  of  song  as  a  moans  of  education  should 
never  be  lost  sight  of.  Let  there  be  singing  in  the  home, 
of  songs  that  are  sweet  and  pure,  azid  there  will  be  fewer 
words  of  censuxe,  and  more  of  ciieerfulness  and  hope  and  Joy^ 
Let  there  be  singing  in  the  school,  and  the  pupils  will  be 
drawn  closer  to  God,  to  their  teachers,  and  to  one  another, 

SAs  a  part  of  religious  service,  singing  is  as 
muoh  an  act  of  worship  as  is  prayer.   Indeed,  many  a  song  is 
prayer.   If  the  child  is  taught  to  realize  tnis,  he  will 
think  more  of  the  ueaning  of  the  words  he  sings,  and  v/ill  be 
more  susceptible  to  their  power," 

Prom  these  quotations  it  is  evident  that  the  music 
in  Seventh  Day  Advent ist  schools  is  for  the  most  part  of  a 
religious  character,  This,  while  tiiue,  does  not  constitute 


.  ,  ^_. ; —    Saw    '■> 


tiCU»#ui     & 


r  r .  .. 


»t  -Bai?   l>oa9  3irr-fc":-»r; 


'5ii?r9r' 


an   eqoa  t;>r.«  »se. 


efeVVK     61 


etf  XI 

ftj-L.-,'    J-  1'.-  J    ton  amcb    ^oani   •li.u.    , 


tea  3Uilr!.; 


.0  ajtfolBlXoi 


-146- 


all  of  the  soiiool  music.  I^ixqt  natiixe  songB,  aoiae  songs, 
and  patriotlo  BongQ  axe  aluo  used. 

Physical  Culture. 

SO   much  has  alze^  dy  been  said  in  other  parts  of 
this  thesis  concerning  the  great  importance  of  physical 
training  and  the  general  ciiaracter  of  such  training  that  it 
seems  unnocesaary  to  mention  the  fact  again  here,  except  to 
BBBke  it  plain  to  our  readers  t/iat  the  work  1.  not  left  en- 
tirely to  be  correlated  with  otlier  school  exercioec,  but 
that  it  is  taken  up  as  a  regular  study  of  the  elementary 
curriculum.   I'he  work  in  physical  culture  is  largely  based 
upon  a  manual  pre}mred  by  Jean  B,   Henry,  a  physical  culture 
toLOher  of  long  experience.   I'he  work  of  the  course  is 
systematically  arranged  and  carefully  graded. 

A  gyianasium  is  not  neoded  in  which  to  carry  on  this 
work.   In  fact  the  school  playground  is  a  much  better  place. 
Chis  makes  it  possible  for  every  elemontary  school  to  conduct 
the  work. 

General  i^xercises 

These  exercises,  Wiiich  usually  occupy  the  firat 
ten  minutes  of  the  daily  program,  are  uost  vital  to  the  suc- 
cess of  the  work  for  that  day.   Usually  the  firat  part  of  the 
exercis.  is  the  singing  of  some  song  w/xich  the  children  par- 
ticularly enjoy.   In  this  w»y  all  minds  are  gatiiered  in  from 
the  playground  and  nome  activities  and  centered  upon  some  in- 
spiring theme.   This  prepares  the  way  for  a  few  words  of 


93i.iai 


ttoqp 


lt»X0 


-146- 


prayer  asking  God*s  blessing  upon  tetioher  and   students  as 
they  continue  the  work  of  the  day.      If  there   is  time 
another  song  may  be  suitor  the  teacher   may  read  some  choice 
bit  from  the  Bible   or   some  other   book,     oowe  uornings  the 
teacher   may  prefer   to  take  this  opportune  time  to  give 
counsel  of  a  general  nature  to   the  virliole  room.      It  is  felt 
that   this  morning  period  is  tiie  best  possible  preparation 
tOx  the  Bible  classes  that   immediately  follow. 

d^eaohors   are    left   free  to  use  this  period  as  they 
>lteel  is  best  for  their   ovm  schools.     Shese  exeioises  snould 
,b^  Taried  from  time  to  tiue   in  order   that   Interest  may  not 
/.xag  and  the  work  carefully  planned.      '2he  teacher   who  takes  up 
:  Song  book  and  Bible  after   the  bell  ]ias  rung  and  sings  and  reads 
/  ;frofn  the  pagiito  which  she  laay  ciiance  to  turn  will   be  sure   to 
fail.     Frequently  some  c/iild  who  is  a  good  reader  i;iay  be  asked 
to  read  the  Uoripture  lesson  for   the  day  or  the  reading  may  be 
&  responsive  reading  in  w/iich  all  in  the  room  take  part, 
''^  'Neither   is   it  neoessary  that  the  teacher  offer   the  prayer   every 
morning.     Svery  child  in  the  room  should  be  habituated  to  pray 

iiV  public.      Just  80  far  as  they  can  do  so  profitably  the  boys 

m\  j 

'  /  dtii   girls  Siiould  be  encouraged  to  take  the  initiative  in  school 

tt^^ercissQ.   Here  as  elsewhere  the  child  learns  by  doing.   If 

'hill  makes  a  mistake  today  that  miutake  sliould  be  sympathetically 

coriected  and  lie  be  encouraged  to  try  again.   This  may  be 

done  successfully  so  long  ao  the  sympathetic  touch  is  not  lost. 


I.  ^vl<i*ii4i4xl   «< 


t©^i»iq 


-  + 


ojoDmivo 


-147- 


S.  In  Graded  Schools 

The  same  genorul  differences  in  raethod  prevail 
in  elementary  Seventh  Day  Advent is t  graded  and  ungraded 
schools  as  exist  in  the  Sfune  types  of  public  schools,   She 
rural  public  school  teacher  having  all  eight  grades  of  work 
to  carry  must  correlate  and  alternate  classes  more,  must 
give  fewer  minutes  to  each  class  period,  must  bear  most 
heavily  upon  the  work  of  the  major  subjects,  must  leave  the 
older  pupils  more  to  themselves  in  thoir  work,  and  mxist 
sometimes  depend  upon  one  or  uore  of  the  older  boys  or 
girls  to  assist  with  occupational  and  other  work  for  the 
bbginnors.  Brighter  pupils  uay  assist  the  slower  ones.   In 
these  and  in  other  ways  the  work  moves  forward  ouocessfully 
in  the  imgradod  room. 

Ungraded  rooms  among  the  elementary  schools  of 
Seventh  Day  Adventiots  oonfttitttte  by  far  the  larger  number, 
W^th  the  expansion  of  the  system,  however,  a  much  larger 
proportion  of  the  elementary  schools  are  of  the  graded  type, 
The  teachers  in  tieso  schools  have  the  same  advantages  over 
the  teachers  in  ungraded  rooms  that  generally  pr  ivail,  Jilach 
teaoiier  lias  fewer  lessons  to  prepare  for;  may  have  longer 
recitation  periods  and  therefore  use  :.;ore  supplerae'ntary 
material  witn  which  to  enrich  the  subject  being  studied; 
r^ay  give  more  direct  attention  to  minor  subjects,  tliereby 
Raising  tiieu  to  the  statue  of  major  subjects;  and  in  various 
ways  bring  much  of  value  to  her  group  of  children  that  th« 


a*   0  7.:; 


no?  j  1 


i-toa 


»^. 


\q  doum  yiiiti   s^aif 


-148- 


teacher  of  em  ungraded  room  has  no  time  for. 

Prom  these  facts  it  might  at  first  appear  that  the 
advantages  of  the  graded  schools  mvoh  outweigh  those  of  the 
ungraded  school.   In  very  many  ways  this  is  true.   There 
are,  however,  certain  advantages  in  the  ungraded  school 
that  are  frequently  overlooked.  The  teacher  who  has  twenty 
first  grade  children  in  a  rending  class  for  twenty  min- 
utes does  not  actxially  devote  as  much  tine  to  each  individ- 
ual child  as  does  the  teacher  of  the  ungraded  room  who  oon- 
ducts  a  class  for  five  children  for  a  period  of  ten  minutes. 
Again,  the  first  grade  child  in  the  xmgraded  room  hears  the 
children  in  classes  above  him  recite  their  lessons.   He  gets 
something  from  this  and  is  carried  part  way  on  into  the  next 
grade  before  he  really  reaches  it.   Contrariwise,  the  seventh 
grade  child  hears  the  children  bolow  him  reciting  what  he  has 
once  been  over  and  the  whole  scope  of  the  v'ork  is  kept  fresh 
in  mind.   The  child  in  a  graded  school  misses  this  advantage. 

The  older  children,  especially  in  such  elementary 
schools  as  yet  carry  grades  7,8-  and  most  of  them  do  -  are 
many  tiroes  subjected  to  methods  of  -'ork  and  of  discipline 
adapted  only  to  primary  children.   This  is  most  unfortunate; 
but  v/hen  the  ideal  of  only  the  firrt  six  grades  constituting 
the  elementary  school  period  for  both  graded  and  ungraded 
schools  is  reached,  this  problem  need  no  longer  exist.  There 
are  no  general  differences  In  the  method  of  presenting  the 


'.  o 


-  .'J 


-14S- 


indlvidual  school  enbjeots  in  graded  and  in  ungraded  schools. 
In  the  main  the  methods  giren  foi>  the  ungraded  schools  apply 
here.  With  this  brief  explanation  hb   pass  to  the  next 
section  of  our  thesii,  "Teacher  Training," 

IV.   TEACHER  TRAINIHG. 

1.  Need  for  a  Separate  School  System 

The  Serenth  Day  Adventlst  system  of  schools  is  still 
Tery  young.  Considering  its  age  and  its  most  humble  beginning 
it  is  remarkable  that  so  much  has  been  already  accomplished. 
The  leaders  in  the  morement  take  no  credit  unto  theraselres 
for  what  has  been  done;  but  give  all  praise  to  God  ^ho  hath 
worked  mightily  in  their  behalf.  Many  mistiikes  have  been 
made  of  course.  The  effects  of  some  of  these  mistakes  still 
linger  in  the  system.  Tc  brenk  awsy  from  a  long-established 
school  system  and  create  a  new  one  '^thout  patterning  the  new 
somvwhat  after  the  old  would  be  too  much  to  expect,  even 
though  the  leaders  had  taken  their  motto,  "Come  nnt   from  among 
them  and  be  ye  separate."  To  come  out  and  be  separate  does 
not  mean  to  overthrow  and  cast  aside  methods  and  materials 
proven  by  centuries  of  use  to  be  of  great  value.  These  should 
by  all  means  be  preserved,  and  only  those  phases  of  the  old 
syetem  discorded  which  for  denominational  needs  are  unprofit- 
able. The  reason  for  separate  schools  is  set  forth  in  the 
book  "Counsels  to  Teachers"  as  follows: 


,aio'. 


rrft 


rf\ 


a< 


no^- 


Xi- 


&    OXi 


socJb  e 


■■  T****.!  e-.f"      fir?*. 


iirfi    I  ■      !■        »pii-    ■  ■!       I    ■>■  III!    ■    I  I      - 


r,Tif.-\'?',i      ',-rtfT      »J'tri  «■?*..''.     PI  H^ 


1 » .Vi  tj  7 


r.T  M  -f 


Jroaa 


■J 


^d  n: 


ijij.j  a  V  '7 


<a 


od*  «l»eu. 


-160- 


"Th©  churoh  has  a  special  -'ork  to  do  in  educating 
and  training  its  children  that  they  nay  not,  in  attending 
sohool  or  In  anj  other  aasooiEtion,  be  influenced  by  those 
of  corrupt  habits.  The  -^orld  is  full  of  iniquity  and  dis- 
regard of  the  reoulrements  of  God,  The  cities  have  become 
as  Sodom,  and  our  children  are  daily  exposed  to  many  evils. 
Those  who  attend  public  schools  aften  associate  vrith   others 
more  neglected  than  they,  those  who,  aside  from  the  time 
spent  in  the  schoolroom,  pre  left  to  obtnin  a  street  educa- 
tion. The  hearts  of  the  young  are  easily  impreaaed;  and  un- 
less their  surroundings  are  of  the  right  character,  Satan 
will  us©  these  neglected  children  to  Influence  those  who 
are  more  carefully  trained.  Thus,  before  Sab ath -keeping 
parents  know  what  is  being  dor.e,  the  lessons  of  depravity 
are  learned,  and  the  souls  of  +heir  little  ones  are  cor- 
rupted  " 

The  corrupting  influence  of  neglected  children  of 
non-believers  was  only  one  reason  why  separnte  schools 
should  be  established.  Another  urgent  one  was  found  within 
the  denomination  itself  for  we  read  further  in  Counsels 
to  Teachers,  "The  necessity  of  establishing  such  schools  is 
nril^d  upon  me  very  strongly  because  of  the  cruel  neglect 
of  many  parents  properly  to  educate  their  children  in  the 
home.  Many  fathers  and  mothers  have  seemed  to  think  that 
if  the  lines  of  control  were  put  into  the  hands  of  their 


-fciJ 


■m   nt  tP    .rc-crfoa 


•1 


-K 


,  « J  rC  *V.  *■ 


-151- 


children,  they  rrould  derelop  into  useful  men  and  Tomen. 
But  the  Lord  has  instructed  me  in  regord  to  this  matter. 
Jn  the  Tie ions  of  the  night  I  saw  standing  by  the  side  of 
these  neglected  children  the  one  who  was  cast  out  of  the 
heavenly  courts  because  he  originated  aln.  He,  the  enemy 
of  souls,  was  watching  for  opportunities  to  gain  control  of 
the  mind  of  erery  child  whose  parents  had  not  given  faith- 
ful instruction  in  regard  to  Satrn'a  snares." 

"Upon  erery  Christian  parent  there  rests  the 
solemn  obligation  of  giving  to  his  children  an  education 
that  will  lead  them  to  gain  a  knowledge  of  the  Lord,  and 
to  become  partakers  of  the  divine  nature  through  obedience 
to  God's  will  and  way." 

When  these  and  similar  counsels  had  aroused  Seventh 
Day  Adventist  parents  to  a  sense  of  their  responsibility  in 
this  matter,  the  natural  ouestion  was,  "How  a-e  such  schools 
to  be  established?"  The  answer  case,  "v/e  a  e  not  a  rich 
people,  but  if  we  pray  in  fnith,  and  let  the  Lord  "^ork  in 
OUT   behalf  He  will  open  ways  before  us  to  establish  snail 
schoolj  iu  retired  places  for  the  education  of  our  youth, 
not  only  in  the  Scriptures  and  in  book  learning,  but  in  many 
lines  of  manual  labor."   This  counsel  was  accepted,  earnest 
prayer  was  offered  to  the  throne  of  grace  for  aid,  and  the 
reader  may  Judge  for  himself  'Whether  or  not  it  has  been 
answered. 


,  rvc-  f  f .   ■     I  .r;  .f      "  f> 


>r«Ti  -^.f         rf  ••♦  f 


Iki   •^ 


<ii«i4 


>t-- 


vT    8«V    .sX^Ofli    l0 


-  r-' 


■/wf«^    ^r: 


n  '4  *    1 


1  !•,  I<l 


,  },4 


rf  I 


'   .vv 


:ii>.-J 


-i/jj-aii 


-152- 


2.   Teacher  graining?  Standards 

In  the  beginning  of  the  yrork   teachers  were  handi- 
capped by  their  lack  of  training  and  by  lack  of  proper  books 
and  equipment  Tith  which  to  carry  on  suoh  work.  There  were 
a  few  Seventh  Day  Adventists  who  had  been  teaching  in  public 
schools  who  were  willing  to  undertake  the  "ork.  Others,  like 
th^  writer  of  this  thesis,  were  heartily  in  sympathy  with  the 
idea,  but  did  not  feel  free  to  attempt  work  in  that  line  until 
more  specific  plans  for  -^ork  ^ere  laid.  The  first  teachers 
were  told  that  all  one  needed  ^ith  which  to  teach  a  room  full 
of  boys  RxA   girls  suooessfully  was  a  Bible  and  a  heart  full 
of  lore.   Some  few  were  willing  to  try  the  experiment.   The 
result  in  failure  could  not  be  afoided.   To  make  matters 
worse,  the  idea  prevailed  (and  was  so  taught  at  one  of  the 
first  Seventh  Day  Adventist  teacher's  institutes)  that  cor- 
poral punishment  should  never  be  used.   In  the  light  of 
present  day  educational  toiowledge  it  is  not  difficult  to 
picture  to  onefcelf  what  would  happen  in  a  class-room,  pro- 
vided raer'^ly  '7ith  an  untrained  teacher,  a  Bible,  and  no  birch 

rod. 

E^erience  proved   in  this  case,  as  it  usually  does, 
to  be  an  excellent  teacher.     Failure  was  the  stepping-stone 
to  success.      It  was  evident  that  a  series   of  text  books 
aside  from  the  Bible  were  necessary  and  that  training  rra.B 


a: 


toaZ 


o.; 


(\'y*ru,  f 


.rr.. 


\n  ft4A. 


'.A  t  I 


-153- 


necesaary  if  teaohers  rrere  to  use  them  to  test   adrantage. 
Later  experience  demonetrated  the  fact  that  a  heart  of 
lore,  while  essential  to  a  ten  her' a  succosa,  is  not  all 
tkat  is  needed.  Standards  of  minimum  essentials  for  teach- 
ing must  he  eet  up.  It  would  he  interesting  to  follow  the 
development  of  these  standards,  but  the  nature  of  this 
thesis  forbids.  V.'e  gire,  therefore,  present  standards,  as 
follows: 

1.  General  Education.  -  At  least  twelre  grades. 

2.  normal  Training.  -  ?wg  years  in  addition  to  the 
full  Academic  Course,  making  14  grades,  thus  completing  the 
College  IJormal  Course;  or  thd  Academic  Normal  Course,  in 
the  case  of  mature  teachers  of  successful  experience  who 
cannot  take  the  College  Uormal  Course. 

3.  Age.  -  Eighteen  years  or  over. 

4.  Certification.  -  The  teacher  must  hold  one  of  the 
regular  certificates  issued  either  hy  the  General  Depart- 
ment or  the  union  department  of  education. 

5.  Spirituality.  -  The  teacher  must  he  a  memher,  in 
good  and  regular  standing,  of  some  Seventh  Day  Adventist 
Church,  and  understinnd  how  to  work  for  the  spiritual  in- 
terests of  children. 

In  the  School  Manual  other  necessary  qualifica- 
tions of  the  elementary  teacher  are  given,  ^hese  consist  of 


-mi' 


lO 


/BJ 


i)flu  boog 


tt 


-lt>4- 


quotationa  from  standard  denominational  works  and  are  here 
grouped  as  a  matter  of  conwenlenoe.  The  sourci  of  each  quo- 
tation is  given.  They  are  as  follows: 

1.  THE  PRIHCIPAI.  "Secure  a  strong  man  to  stand  as  prin- 
cipal of  your  school,  a  man  whose  physical  strength  will 
support  him  in  doing  thorough  work  as  a  disciplinarian;  a 
man  who  is  qualified  to  train  the  students  in  habits  of 
order,  neatness,  and  industry."  -  Counsels,  pp.  213,  214. 

2.  MAHAGIUO  ABILITY.   "Do  not  place  orer  the  children 
young  and  inexperienced  teachers  who  hare  no  managing  abil- 
ity .  .  .  Order  is  heaven's  first  law,  and  every  school 
shoTild  in  this  respect  he  a  model  of  heavea."  -  Test.,  vol. 
6,  p.  201. 

"ft,   "The  Lord  would  have  our  primary  schools,  as  well  as 
those  for  older  students,  of  that  character  that  angels  of 
Ood  oan  walk  through  the  room,  and  behold,  in  the  order  end 
principle  of  goremraent,  the  order  and  government  of  heaven." 
Counsels,  p.  170. 

3.  PHYSICAL  VIGOR.   "For  almost  every  other  qiialification 
that  contributes  to  his  success,  the  teacher  is  in  a  great 
degree  dependent  upon  physical  vigor."  "In  order  to  be 
al^'ay8  firm  and  calm  and  cheerful,  he  must  preserve  the 
strength  of  brain  and  nerve."  "In  every  line  the  teacher 
should  scrupulously  observe  the  principles  of  health." 

"He  should  guard  against  over-labor,  .  .  .  against  engaging 


®T.- 


-illlC 


'SJS3U  a  i'.u  r«: 


•f.   p ; 


*->*  tv. 


J.  J 


5Jli.{ 


•f  nnrf 


i.l5b- 


in  amusements  and  soolal  pleasures  that  are  exhausting 
rather  than  reouperatire."  "He  should  be  temperate  in  all 
Jhings;  in  diet,  dress,  labor,  recreation,  he  is  to  be  an 
exanple,"  —  Education,  pp.  £77,  ii78. 

4.  RI6HI  HABITS  AUD  SYMMESHICaL  CHARACTER.  —  "Ter.ohers 

•  •  .  •  should  possess  '/rell  balanced,  symmetrical  characters. 

They  should  be  refined  in  manner,  neat  in  dress,  careful  in 

all  their  habits;  and  they  should  have  that  true  Christian 

courtesy  that  'ins  confidence  and  respect."  -  Counsels,  p.  65. 

i 

•^The  teacher  ...  should  possess  not  only  strength  but 
breadth  of  mind;  should  not  only  be  whole-souled  b4t  large- 
hearted."  -  Education,  p.  276. 

"Experience  in  practical  life  is  indispensable.  Order, 
thoroughness,  |)unctuality,  aelf-oontrol,  a  sunny  temper, 
evenness  of  disposition,  self-sacrifice,  integrity,  and 
courtesy  arc  esi-ential  HUttlificationB."  —  Education,  p.  E77. 

"By  their  o'^n  practice  they  should  teach  simplicity  and 
correct  habits  in  ever/thing."  -  Test.,  vol.  6,  p.  153. 

5.  LITERARY  QUALinCATlJi;*.  -  'Tith  Physical  health  and 
uprightness  of  character  should  be  combined  high  literary 
qualifications.  The  more  of  true  knowledge  the  teacher  ha«, 
the  better  will  be  his  work.   The  schoolroom  is  no  place  for 
surface  •'ork.  Uo  teacher  who  is  satisfied  with  superficial 
knowledge  ':7ill  attain  a  high  degree  of  efficiency."  - 
Education  p.  278. 


11. 


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,     at  *t) 


rlijrivi 


<i«k£»J 


-S^' 


-156- 


6.  A  PBO&Ri^^IVii:  3PIHIS.   "A  teacher's  advantages  may 
haTe  been  limited,  so  that  he  may  not  possess  as  high 
lltezary  qualifications  as  might  be  desirable;  yet  if  he 
has  true  insight  into  hiuaan  nature;  if  he  has  a  genuine 
love  for  hie  work,  an  appreciation  of  its  lixignitude,  and 
a  determination  to  improve;  if  he  is  willing  to  labor 
earnestly  and  per  sever ingly,  ha  will  comprehend  the  needs 
of  hiu  pupils,  and,  by  his  'sympathetic,  progressive  spirit, 
will  inspire  tueta   to  follow  as  he  seeks  to  lead  tuem  onward 
and  upward."  -  iiduoation,  p.  S79. 

'*7he  teacher  *s  usefulness  depends  not  so  much  upon  the 
actual  amount  of  his  acquirements  as  upon  the  standard  at 
which  he  aims.  The  true  teacher  is  not  content  with  dull 
thoughts,  an  indolent  mind,  or  a  loose  memory,  tie  constantly 
s«eks  hi^'her  attainments  and  better  methods.  His  life  is 
one  of  continual  growth.   In  the  work  of  such  a  teacher  there 
la  a  fresiiuess,  a  quickening  power,  tiiat  awakens  and  inspires 
his  pupils."  -  jSducation,  p.  278. 

^  .   "tie  who  discerns  the  opportunities  and  privileges  of  his 
woz^  will  allow  nothing  to  stand  in  the  way  of  oiiznest  en- 
deavor for  self -improvement,  tie  will  spare  no  pains  to  reach 
the  highest  standard  of  excellence.  All  tnat  ne  desires  his 
pupils  to  become,  he  will  hiraself  strive  to  be."  -  Educa- 
tion, p.  281.   bee  also  "Counsels",  p.  67. 

"If  he  would  have  iiis  powers  and  oi<pabilitIe8  daily  im- 
proved, he  must  :;tudy;  he  must  eat  and  digest  the  word,  and 


i;  xj»urAO 


efci/ 


T" 


81 


-ere   Jeiear       tc 


■Tr  2^  row 


-•OJJbii    -     ",8< 


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Wit 


iiiiiJiJ'J 


fQxavBtf  of   al 


-157- 


work  in  Christ *8  lines.     The  soul  th^it   is  nourished  by  the 
bietid  of  life  will  hnye  vyexy  faculty  vitalised  by   the  iipirit 
of  i»od.'*  -  Test.,   vol.   6,   p.   153. 

7.  CHiiliiTlAJ*  iiXPiiHIiJiJiIUii,  "Ho  man  or  woman  should  be  con- 
nected with  our  schools  as  an  educator,  who  has  not  imd  an 
experience  in  obeying  the  word  of  the  Lord."  -  Tost,,  vol, 
6,   p.   153. 

tQuz   church  schools  need  teachers  who  have  nigh  moral 
qualities;   those  who  can  be  trusted;   those  who   are   sound  in 
faith,   and  who  have  tact  and  patience;   those  v/ho  walk  with 
God,   and  abstain  from  the  voxy  appoa ranee  of  evil."  -  Test., 
vol.   6,   p.   201. 

8.  ABILITY  TO  Willi  i>0Uiii3.   -   "She  true  teacher  will  try  by 
precept  and  example  to  win  souls  to   Christ,     lie  must   receive 
the  truth  in  the  love  of  it,  and  let  it  cleanse  his  heart  and 
mold  his  life,     xfivery  t  ucher  should  be  under  tlie  full  con- 
trol of  the  Holy  Spirit.      Then  Oiiriat  can  spoak  to  the  ueart, 
and  His  voice   is    tiie   voice  of  love   ...  With  his  own  neart 
warm  with  divine  love,   the   tottcner  will  lite  up  the  Man  of 
Calvary,   not  to  give  the  students  a  casual  glimpse,   but   to 
faBten   their  attention  until  Jesus  shall   seem  to  them  the 
•chief est  among  ten  thousand',    und  the  one    'altogether 
lovely.'"  -  Counsels,  p.   67. 

"Teachers  ...  should  nave  the  true  missionary  spirit; 
for  the  cuildien  are  to  be  trtxined  to  become  missionaxies." 
Teot.,   vol.   6,   p.   201. 


-'ITJ.L- 


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"We  azo  living  in  a  hard,    unfeeling,  imohaxitable  world. 
Satan  and  hie  angels  are  iiulng  every  ueami  in  their   power 
to   stroy  souls.      The  good  triat  a  teacher  will  do  nia  students 
will  be  proportionate   to  hie  belief  in  them."  r  Counsels,   p.    267, 

"Under   no  ciroumutances  Siiould  the   toaolier   manifest  par- 
tiality.     To  ftivor   the  winning,  attractive  pupil,   and  be 
critical,    impatient,   or  unsympathetic   toward  those  who  most 
need  encouragement  and  help,    is  to  reveal  a   total  misconcep- 
tion of  the   teacher's  work.      It   is  in  dealing  with  the    faulty, 
trying  ones   ("the  moat  unfortunate,   tixoso  Wiio  have  a  disagree- 
able temperament,   who  are  rough,    stubborn,   sullen"  -  Counsels, 
p.   267)    that   the   character   is  teuted,   and  it   is  proved  wxiet  ler 
the  tuaojiez    is  really  qualified  for    his  position."  -  jciduoa- 
tlon,   p.    280.      "'i^hose  who  mott  try  our  patience  most   need  our 
love."  -  Counsels,   p.    267, 

"In  dealing  with  thoir    students,   teachers   are   to  Siiow  the 
love  of  Christ.      Wit  lOut  t/iis  love,   they  will  be  iiarsh  and 
dictatorial,   driving   uouls  away  from  the  fold.      '2uey  must  be 
mlnutemen,   ever   on  guard  ovoi   self,  and  improving  every  op- 
portunity to   do  good  to  those  in  their   care.     Let  them  re- 
member thf.t  everyone  of  our  schools  is  to  be  an  asylum  for  the 
sorely  tried  youth,   where  thoir   follies  will  be  wisely  and 
patiently   dealt  with.!'   -  Counsels,  p.   269. 

seventh  Day  Adventists  believe  tli&t  the  boys  and 
girls  of  this  generation  have  u  special  work  to  do   in  con- 
nection with  the  proclamation  of  the  Txiird  liigel'B  Message. 
In  confirmation  of  this  ije   quote  again  from  the  book  iiduca- 


•rvjt" 


-rip-  ,  .  I* 


^IlitU    TO    «TC.L 

iiolft 


ii  s[ooJ  «.  J  ojoiJt  i  io  ac  ot>  xil 


tion: 

"Cod's  purpose  for  the   children  growing  up  beside  our 
hearths  is  wider,  deeper,  higher,  than  our  restricted  vision 
has  comprehended.     Jlfroia  the  humblest  lot   those  whom  He  h&8 
seen  faithful  have   in  time  past  been  called  to  witness  for 
Him  in  the  world's  i»ighest  places.     And  many  a  lad  of  today, 
growing  up  as  did  Daniel  in  his  Judean  home,    studying  God's 
word  and  His  works,   and  learning  the  lessons   of  faithful 
service,   will  yet  stand  in  legislative  assemblies,   in  halls 
of  justice,    in  royal  courts,   as  a  witness  for  the   King  of 
kings.     iJultitudes  will  be  called  to  a  wider  ministry,      The 
whole  world  is  opening  to  the   igospel.     iithiopia  is   stretch- 
ing out  her  hands  unto  God.     f'rom  Japan  and  China  and   India, 
from  the   still-darkened  lands  of  our    own  continent,   from  every 
quarter  of  this  world  of  ours,   comes  the  cry  of  sin'-stricken 
hearts  for  a  knowledge  of  the  God  of  love.     Millions  upon 
millions   aave  never   so  much  as  heard  of  God  or   of  His  love 
revealed  in  Christ.      It  is  their   right  to  receive  tiiis  knowledge, 
They  liftve  an  equal  claim  with  us  in  the  Saviour's  mercy.       Add 
it   rests  with  us  who  have  received  the   knowledge,  with  our 
children  to  vrtiom  we  may  impart  It,   to  answer  their  cry.     To 
every  household  and  evexy  school,   to  every  parent,  tefichtr, 
and  child  upon  whom  has  shone  tne   light  of  the   gospel,  comes 
at  this  crisis  the   question  put  to  Esther   tiie   queen  at  that 
momentous  crisis  in  Israel's  history,    'Who  knoweth  Wiiether 


■Tixil.' 


:xtoit 


•)aiifa   a*6of) 


»  hr^v 


:ic 


'999 


XO^    B^TdOd 


i9r*t- 


bn 


'J3    ©T 


It  it  It 


>ti«ve 


uito  uuniiiBtnom 


-160- 


thou  art  come  to  the  kingdoa  for  such  a  time  ae  thie?'" 

ifrom  the  ubove  quotation  it  oaa  readily  be  seen 
why  it   is  neoeasary  thfit  iieventh  Day  Advontist  teacher  train- 
ing standards  must  be  as  high  ae  they  are.     One  night  well 
ask,    "Who  is  sufficient  for   these  lesponslbillties?"     burely, 
no  one  in  his  own  strength,   but   the  Christian  teacher  lias 
the   assurance  with  t}ie  apostle   that   she   "can  do  all  things 
tlirough  Christ  wno  strengtheneth  me".      It  has  been  a  matter 
of  time  to  educate  a  class  of  young  people  to  meet  the  above 
Btandiirds.     Because  of  the  rapid  growth  in  the  number    of 
schools  and  of  students,   both   in  America  and  in  foreign  le.nds, 

r 

the  demand   for   tuaohers  who  liare  met  the   above  standards,    far 
exceeds  the   supply.      In  order   to  meet  the   growing  needs  lioimal, 
or   Teacher   Training,   Itepaxtments  have  been  created   in  all 
Lteventh  Day  Adventist  senior  Colleges  and  Junior  Colleges,   and 
In  a  niuQber   of  tae  accredited  academies.     Only  i^enior   and 
Junior  Colleges,  and  only  certain  of  taem,   offer  Advanced 
JDiormal  Training  (14  grades).     Ijine  other  schools  in  the  united 
latates  and  two  in  Caziada  offer  Academic  ilormal  Training.      Tnere 
are  also  a  few  such  scaools  Wiilch  will  be  reported  in  another 
section  of  this  thesis.     We  now  turn  to  a  consideration  of 
these  schools  and  their    special  work. 

S.  iiormal  Training 

a.      In  Senior  Colleges. 
Definite  iiorraal  tzaining  was  first  begun  at  Walla 
Walla  College    (College  Place,  Washington)   about  the  year 


baa  ,«it>^  %ii> 


'.ftlXoO  1 


^©  ©<t 


"•'Cf 


0019i 


Ic 


ti>  «i 


;,;<ij;>yA      uj-k-i.w     -  j-'. 


woe. 


ii\a 


•)*>:'■ 


XJ9©^ 


-lioO  aiiiiW 


1906  ox  1907.     L>lnce  then,    fitoilities  huve  developed  fox 
this  woxk  until,   as  iras  stated  above,  twenty  colleges  and 
aoademies  off  ex    complete  oouxses.      In  a  numbex   of  tiiese 
schools   Summex   k>ession8  axe  held  and  tlie   woxk  of  such 
sessions  is  devoted  litxgely  to  the  mattex   of   teauhex   train- 
ing.     Befoxe  taking  up  the  woxk  and  stunduxds  of  these  ^oxmal 
Txaining  depaxtments  it  u;ay  be  well  to  pxesent  in  bxief  out- 
line the  woxk  oovexed  in  the  Academic    (High  ;)Caoo1}   couxse, 
upon  which  couxse  the  UoxLial  couxse  is   supexiuposed* 

ifox   gxaduation  fxom  the  Acadesiic   couxse  the  xe- 
^uixezaents  axe  as  follows: 

Lltexaxy  subjects  16  units 

ox 
-  Lltexaxy  14  and  Dxawing  ox   Uusio  1  and 
Physical  Culture  1  or   Agxicultuxal, 

to  a  total  of  16. 
Uanumental   (lessons  and   pxautioe   on 
a  trade  comploted)  2  units 

(Total  18  imits 

tipeclal.     jlinimuffl  standing  of  65  pex  cent   in 
spelling,   xeading,   and  pentoanship. 

The  following  Time  Definition   of  Units   is   given 

in  explanation  of  thest;  xequirements : 

The  minimum  value  of  a  unit  shall  be  the  woxk  done  in 
thixty-six  weeks  of  five  foxty- five-mi ante  recitations,  ox 
the  equivalent. 

Lltexaxy  Unit   (study,   1^  houis;    recitation  -^  houx). 
Two  hours  a  day,    ten  hours  a  week,   260  hours  a  yeax. 

Dx awing  ox  Music  Unit  (practice  and  tiieory).  Through 
two  ox  moi  e  yeaxs  to  a  total  of  260  houxa. 


ox 


awl-i    ■/:   'iii 


"f-      W5»- JJ3 


a 


I    ,iiiiii*dv4o 


nx    9c 


rH 


0  «  ■mod  0*7 


-162- 


Fhyeloal  Culture   Unit   (pzuotioe)      S;:otal  in  four  yoars, 

S60  hours.     One   fourth  unit  a  year   ie  allov/ed  on  physical 

labor  done   to  the  amount  of  15  hoiirH  a  week,   on  condition 

that   the  ualisthenios  olaus  be  taken  at   lecst   once  a  week. 

lianumentul  Unit   (practice  and  leQuonu).     ii'ive  hours  a 

week,   180  houro  a  year   —  one  half  unit.      lotal  in  four 

years,    720  hours  —  two  units* 

Academic  courses  offered  by  the  Cedar   Lake  Academy 

(Cedar  Lake,   Michigan)    show  how  these  requirements  are  uet 

in  actual  school  practice.      !rhe  work  offered  by  this    school 

is  typical  of  all   ot/iers  of  its   grade.      [The  courses  are: 

▲CADiiS^IC  ;:>CIi2Uii7Ii!'IC 

ninth  Grade 

Units  semester 

Elementary  Church  History 1  1,2 

Composition 1  1,£ 

Physiology  and  Hygiene 1  1,2 

General  science.. ^  1 

Vocational {  S 

Oardeidng ..^  unit. 

bewiug.  •• 1^  unit • 

C^enth  Grade 

Hebrew  History 1  1,2 

Rhetoric 1  1,2 

General  History 1     1,2 

Bookkeeping i  X^ 

vocational. i-      2 

Cabinet  Making i   unit . 

Cooking i:   unit  • 


,:^'i'i\7  .-2  jsx.y 


xe 


TeXffeH 


1»  2 
1,  2 
1.    2 

1,  2 
1,  2 
1.  2 
!•    2 


-163- 


Klaventh  Qrads 

Units  semester 

Ijmerloan  History  and  Civios 1  1*   2 

Denominational  Hiutory  end  nistbry  of 

UiBuions 1 

Language   1 1 

Algebra 1 

Twelfth  Grade 

Doctrines  and  Spirit  of  Propheoy 1 

Geometry • • 1 

Language   IX 1 

Physios. 1 


ACADiiJilC   LKiSRAHY 

Hinth  and  Tenth  Grades 
(The  same   as  Academic    ^ciontifio) 

iSlerenth  Grade 

Aiaerioun  History  and  Uivics 1  1»  2 

Denominational  History  and  Missions 1  1,  2 

Language   X • •••• ••  1  1«  2 

Domestic   Science,   or   Carpentry,   or   Algebra  1  1,  2 

Twelfth   Grade 

Doctrines  and   Spirit   of  Propheoy 1  1,  2 

Literature •....•• **i*V  ^  ^*  ^ 

Langu:  ge  II. ,.....'.'  1  1*  2 

Hydrotherapy  and  Practioil  Uursing,  or 

Physios  or  Geometry,. 1  !•  2 

ACADiiiiillC  UMii  IG 

ninth  Grade 

iJlementary  Church  History 1 

Composition. • 1 

General  tioience ••  ■jr 

iiightsinf5^ing  and  Chorus   or    Glee  Club t 

Algebra  or   General  History 1 

Tenth  Grade 

Hebrew  History 1 

Piano   land   11 1 


1,  2 
1.  2 
1^ 

1,  2 
1.    2 

1,  2 
1.    2 


S    ,1 


«i 


•  '- 


iMT.* 


■•j  J. '-  '^'i  • 


-SOi 


I 


X 

I 

X 


-165- 


Units  ciemester 

Bookkeeping •.« f  1,  . 

Sight singing  II  and  Chorus  ox    Gl«e  Club.    f  1,   8 

Bhetoiic 1     1,  2 

JUeventh  Grade 

Denominational  Hist cry  and  History  of 

Missions 1  1,  2 

Physiology  and  Hygiene ••« 1  1*  2 

Piano  III  and  IV 4 1  1,  2 

Literature 1  1,  2 

Twelfth  Grade 

Biblo  Dootrina  and  Spirit  'of  Prophecy.  ••  1  1,  Z 

Piano  V  and  VI 1  1,  2 

Harmony  I. jt  1 

History  of  Music f  2 

Hydrotherapy  and  Practical  Hurslng. . . • ..  •  1»  2 

iitudents  having  completed  the  tnork  of  an  ac- 
credited twelve  grade  academy  or  nl^  school  are  eligible 
to  enter  upon  the  work  of  the  Ijormal  Course.  Work  taken 
in  this  department  receives  full  college  credit  as  indi- 
cated in  the  course  of  study  adopted  by  the  General  De- ' 
partment.   Xhe  course  in  outline,  its  interpretation  and 
standards  which  are  here  presented,  are  t.iken  from  the 
School  IXanual  of  1918.  i*ew  ciuinges  have  been  made  in  prac- 
tice since  that  d  te,  and  so  far  as  the  witer  is  aware  none 
have  been  made  in  stand^irds  or  in  subjects* 

College  iformal  Course 

first  Year  Subjects. 

Credit  on  Course       Credit  toward 
in  bemoeter  Uours       A.B.  degree 
JSduoation  I  6  to  8  hours  6  to  8  hours 


-o? 


i 

r 


tV 


>u  J 


61 


0* 


-165- 


!:reaching  I 
Metnuds    I 
Manual  Arts  I 
iill.'Ctlve 
Lrill 


iSducntion  ll 
Methods    II 
Tep oiling  II 
Manuiil  Arte   II 
iilQctive 


Ciedit   on  Couxue 
in  ^iemester  Hours 

6     to   8  hours 
6     to   8   uoure 
3  to  4  Jiours 
9  to   IE  hours 


3«oond  Your   iiub jocts 

6  to  8  hours 

6  to  8  hours 

6  to  8  hours 

3  to  4  hour  a 

9  to  12  hours 


Credit  toward 
44B.   degr«« 

3  to  4  nouxs 
6  to  8  hours 
3  to  4  hours 
9  to  I'd  hours 


6  to  8  hour  s 
6  to  8  hours 
3  to  4  hours 
3  to  4  hours 
9  to   1;^  hour  8 


In  this  course  a  semoster   hour  represents  a  study 
pULTsued  one  hour    f6o  minutes)   a  week  in  recitntion  for  one 
demeoter,  or    its  equivalent. 

The  hoiurs   of  credit   in  this  com  ue   are  given  a  range 
Xyom  the  minimum  to   the  maxlmiUB  in  order   to  give  the  normal 
Course  the  benefit   of  the  minimiun  required  for    graduation  from 
the  A.  B«  Course.      'Xhls  minimum  is  120  semester   hours  plus 
8  semester  hours   of  vooutional  work;   total,   1<^6.     Hence  the 
normal  minimum  total  is  60  hours  plus  8  hours  vocetional  work; 
total*   68  hours.     Kach  normal  subject  is  therefore  §;iven  the 
proportionate  range  of  6  to  8  hours.      It  is  easy  to  see, 
bowever,   that  no  student  can  take  a  minimuia  of  6  ho\u;s  in  all 
JiubJectB,  for  he  would  tall  short  of  his  total  minimum  for 
A^      graduation.     'J^he  director  will  natixrully  adjust  the  6  or  8 
hours  to   individual  subjects   according  to   tiieir   difficulty  or 
I  ilmportanot.     He  may  provide  8  hours   in  all  subjects  in  order 
to  strengthen  the   course,      ^ome   of  the  terms  used,   such  as 


A' 

c 


m\ 


B^iBUfi    M 


y^yj  i. 


1    i: 

BVl 


,  Le^t-eiy*6i 


»ort 


8  .  --^ 

too  .•oaaJioqnJt 


-167- 


Muoation   I,  Uethods   II,   etc.,  may  not  be  cleaz  without 
further  explanation,     "he  courue  is  interpreted  aa  follows: 
Jjduontion  I  i^ducHtiou.II 


) 


PrincipleB   of  iiducation  )  i  Psychology 

School  Hygiene  )  "  Child  iitudy 

Pedagogy  )  i.  Junior  ;itudy  ) 

School  Uanageoent  )  Hletory  of  iSduc  tiun.    ^ 


) 


* 


ItethodB   I 


Uettiods  II 

Cramiaar -Grade  liiubJeotB 


Primary  and   Intermediate  Bible       Arithmetio 
Primary  and   Intormediute  Bible 

Reading  t.nd  i,nngui.,ge  Civics 

Primary  numbers  and  Construotion  Agriculture 
Mature  ;itudy 
School  Ifuoio 
Spelling 
Pemnanehip 


Grainmar 
History 
physiology 
Geography 


Manual  Arts   I 

Cardboard  Construotion  with 
Household  iiloonomy  I  (gr.  S>,  4) 
Blackboard  Drawing 
Sewing   I  (ex,   1-4) 
normal  Art   I   (gr.   1-4) 
Gardening  I   (gr,    l-4t 
Physical  Culture 


Uanual  Arts   II 

Woodwork  (gr.   5-8) 
Jiormal  Art    II   (gr.   5-b) 
Sewing  II  (gr.   5-8) 
House  iiconomy   II  (gz^  6-8) 
Gardening   II  (gr.   5-8) 


The  ijoriaal  standards  presented  below  hare  meant 
much  to   the  work  of  training  teachers  in  seventh  Day  Ad- 
rentist  schools,     She  teaxshere,   themBelves,  are  doing  all 
in  their  powor  to  laeet  tiiese   standards  and  to  hold  their 
students  to  them. 
1.      ^qualifications  of   the  liormal  Director. 

(a)    QiilijiEAL  EDUCAlIOii.     Bachelor's  degree. 


.1^.1    's-ivl  ■ 


^  «X   oc 


oj. 


•>Qm 


ai 


-158- 


(b)   PHOFifiaSIQNAL  2*u.Iiiliia.     '2ffO  years  normal  work,   or 
Its  equi-vulont,   in  a  aeventh-day  Adventiet   oolleige. 

(o)   Ci^il^Ii^I&ACIUM.     Lifo  Cextifloate  from  General 
Department • 

(d)   MBlulihuUC'A,      !?ive  years  of  quooeaoful   teaching  and 
field  administration  in  our   elementary  sohools. 

(e;   ISPIHITUALIl'Y,     A  member  of  the  aeventh-day  Advent- 
is  t  Churoh,   in  good  regular   standing* 
2.     t^ualifioatjons  of  a  Uritio  I'eacher   in  college  iiormal 

(a)  QjM^iiAii  iil^iHi^'jiloiim     Fourteen  years, 

(b)  m0V^iiiili:tiAh  I^UAluiM,      2^0  years  oollege  nurmal. 
(o)   Gi!iKTI?ICATIO£i.     Life  certificate  based  on  the 

Normal  Course • 

(d)  MPi^iluUiCii;.     At  least  three  years  of  successful 
field  teaching  in  our  elementary  schools. 

(e)  aPIKI^UALITY.     A  member  of  the  aeventh-day  Ad- 
ventlst  Church,   in  good  and  regular   standing, 

2*     Dlyision  of  Work  in  the  Model   school 

(a)  HOiii'iAL  DlliijiGl'Oh.      In  standardizing  the  work  of  the 
normal  director,   one  half  time  siiall  be  allowed  for  adminis- 
tratire  work. 

(b)  UUPi!;HIIiS:^i^i^!r.     Che  normal  director   shall  be  the 
superintendent   of  the  model  school. 

(c)  £BIItCIPAL.      One   of  the  critic  teachers   shall  be 
principal  of  the  model  school,   unless  the  model  school  and 


.">'•'      '  , 


.d 


■  J 


.X.    ■ 

rctol 


-169- 


the  Hormal  iDeportment  exe  small,   bo  that  the  normal  director 
could  act  as  principal  aa  well  ae  superintendent. 
4,     ghe  Model  aohool 

The  school  in  which   the  Iformal  Department  is  located  shall 
control  and  operate  the  model  school  entirely. 

A  building  separate  from  the  college  building  shall  b« 
provided  for  the  model  school. 
B.     .SjTaluation  of  Ijoriaal  Work 

fa)   90S.  GBADUASIOii.      Graduates  from  the  College  iiormal 
Course  shall  be  required  to  complete  a  minimum  of  68  ho  jrs 
(including  8  nours   of  manual  arts.) 

(b)  JfOH  BACHIi:LaH*a  Uj^QBM,  All  subjects  in  this  course 
may  be  credited  on  a  bachelor  's  degree  at  face  value,'  except 
ToRching   I  and   II,  which  are  rated  at  half  value. 

iSach  training  school  may  determine  for   itself  whether   it 
will  allow  3£  hours   or   40  hours  of  college  normal  v;ork  to  be 
credited  toward  a  baonelor *a  degree, 

(c)  ACAOiiUlIC  JjOBMAL  QOua^^.     A  student   completing  the 
Academic  Ilormal  Course  shall  bo  allowed  8  hours  of  advanced 
credit  on  the  College  normal  Course. 

'ilhe  Academic  normal  Course   shall  be  accepted  as  prepara- 
tory to  the  general  college  course. 

(d)  L1'2MAR1  oUBJiiCCii.      Credits  of  75  per  cent  or  more 
in  all  literary  subjects  rtiquired  for   first-grade  and  profes- 
sional certificates,   except   in  the  common  branches  and  educa- 


Alid   lOtt 


,«5' 


ao  ix 


-1?0- 


tion  aubjeots,  may  be  accepted  from  accredited  eohools,   from 
smnmer   schools  conducted  according  to  the  regulations  of  the 
General  Department   of  jiducation»   or  from  union  conference 
examining  boards* 

(e)  aDUCATIOa.     Credits  of  75  pax  cent  or  more  in  educa- 
tion subjects  may  be  accepted  from  aeventh-day  Adventist 
stimmer   schools  ^en  the  subject  has  been  pursued  not  less 
than  the  equivr.lent  of  thirty  sixty-minute  hours,    in  organ- 
ized class  work,  under  regular   instructors;  these  grades  to 
have  been  obtained  within  two  years  of  their  presentation  to 
the  IJormal  Department,   save  in  oases  where  the  holder   gives 
satisfactory   evidence  of  having  kept  abreast  of  the  develop- 
ment of  our  educational  work-in  which  case  the  time  may  be 
exceeded^ 

A  student  presenting  credits  in  history   of  education 
from  an  outside  school  shall  present  with  these  credits  a 
theme  of  between  three  thousand  and  five  tliousand  words, 
demonotroting  his  understanding  of  the  principles  of  educa- 
tional  reform  as  revealed  by  the  spirit  of  prophecy. 

Credits  in  psychology  and  child  study  will  be  accepted, 
provided  the  parson  presenting  such  grades  sJiull,i   in  addi- 
tion,  demonstrate  his  understanding  of  Christian  principles 
by  entering  into  personal  work  for   the   spiritual  welfare  of 
the  pupils   in  the  uodel  school,  as  uay  be  arranged  by   the 
normal  clirector. 

(f)  JUaiOH  WQHK.     liormal  coujegg  shall  include  special 


-u 


&«cf  t  vffifiura 

ae^  eraxl 

jeoxvoxq 
.  tf  uBYoa 


-171- 


inetruetion  in  junior  work,  using  the  "Junior  Misaionary 
Volunteer  Manual"  ae  a  basis  for  the  instruotioji. 

(g)  MaTHODij,  The  work  in  methods  classes  shall  in- 
clude special  methods  in  all  branches  required  to  be  teught 
in  the  eiljht  grades,  the  following  to  receive  particular 
attention  in  the  direction  here  indicated; 

Bible,  in  its  various  sections  aa  outlined  for  the 
elementary  grndes. 

Hatnre,  as  n  revelation  of  the  Creator. 

Geography,  in  its  relation  to  miBaions, 

Civics,  in  its  relation  to  religious  liberty. 

History,  in  its  relation  to  prophecy. 

Agriculture  and  uanual  training,  in  tneir  relation  to 
practical  life  and  character  development. 

Physiology,  in  its  relation  to  the  principles  of  iiealth 
reform. 

Ifor  a  passing  grade  from  each  of  the  Methods  clashes, 
the  minimiun  shall  be  75  per  cent,  with  an  average  of  at 
least  90  per  cent,  and  this  shall  include  a  separate  test 
in  both  matter  and  method.  The  test  on  subject  matter  may 
be  omitted  if  the  student  fias  a  grade  of  at  least  90  per 
cent  on  a  teacher's  certificate  that  is  in  force.  Credits  - 
in  methods  presented  from  state  normal  schools  may  be  ac- 
cepted exoent  in  subjects  listed  under  ( g) . 

(h)  Piii!iXX£i«>«UI^IS]S  TO  l^inUtiw  iiitj^ii,     A  student  enter- 


,   ;\ir   .1**     triP^ltttitlcV 


»  t  r*  oi .?u  T;  r  -> T  f* ' ■  ^  ,     L^  1  :f  a  a T <T 

r 


i  ,  :..o  oa 

.18/    ^  so 


-172- 


Ing  a  niethoda  class  S;mll,   by  written  examination,   satisfy 
the  teacher  that,    according  to  the  outline  given  in  the  syl- 
labus, he  iias  a  good  student  knowledge  of  oaoh   suoject  form- 
ing a  part  of  said  motixodu  class* 

(1)   HUHLUL  iTiikU^Ji  AHTd.     xjoxmal  manual   arts  shall  re- 
ceive a  credit  of  3  to  4  hours   for   each  of  the   two  years, 
If  pursued  in  harmony  with  the   General  Department. 

(J)    OBUjIRYaCIQS  Alb  ■!:?3:iCHIKC.      in  observation  and  teach- 
ing cla8;es,   a  minimum  equivalent  to  one   forty-five  minute 
class  r^eriod  da;tly   tliroughout  at  least  one  year   of  the  Aoa- 
deraic  liormal  Course   and  both  years  of  the   College  iiormal 
Course  shall  be  requiied,  and  this  teaching  shall  be  in  the 
first  eight  grades,   under  careful  pedagogical  supervision. 
The  scope  of  practice  teaching  shall  include  not   less  than 
six  subjects  a  year,   and  no  student  shall  be  assigned  teach- 
ing in  these  classes  witiiout  first  having  made  satiBfeotory 
preparation  in  the  correafonding  laetlidds." " 

Toao.iing  for  irtiich  remuneration  is  received  shall  not 
receive  class  credit. 
6.     Library  and  Other  i^guipment. 

(a)  Kie  college  library  shall  contain  at  least  five 
hundred  volumes  on  various  i:nes  of  pedagogy  and  rnVt^iods. 

(b)  Ihe  normal  dopartiaent  shall  be  provided  with  suf- 
ficient apparatus  for  the  nature,  manual  training,  emd  other 
methods  classes. 

Willie  these  standards  htive  not   been  realised  ae 


sal 


a«Xo 


Bii» 


iq 


orittooi 


or  iieiiujJJXi 


Xlt 


80  J&6C  t  •.»Iia'W 


-173- 


yet  In  their  entirety,    it  ;ay  be  said  that  for  the  most 

part  taoy  lifive  been,   and  that  euch  Bchools  as  may  not  yet 

have  reached  thorn  are  putting  forth  more  than  ordinary 

effort  to  do  so. 

In  order  that  the  reader  oay  appreciate  the  degree 

of  uniformity  in  the  Uormal  JJppartmenta  of  the  five  senior 

Colleges  and  also  how  closely  each  of  these   courses  meets 

the   Btandnrd  set  by  the  General  Department  as  presented 

above,   each  of  tho   five  courses  are  given.     To  them  we  now 

invite  the  reader's  attention. 

JBmmanuel  Missionary  College 

(Berrien  Springs,  Michigan) 

JfURlOL  COUHiJJi 

Academic  Course  prerequisite, 

jfirat   Year 

Sduoati on  I,,,, 6 

Teaching  I 6 

Methods   1 8 

i^leotive,,,. ., .^ •• 8 

normal  Arts. 4 

i>econd  Tear 

ijduontion   II •..,•,•.•• ...8 

':?ea  ch  1  ng  1 1 • 6 

Methods   II • 8 

Elective ••• • 6-8 

iiormal  Art s , 2-4 


-174- 


Oalon  College  {College  Ylew,  Mebraska) 


First  Year 

Semesters 

Hours 

Principled!  of  ^diioai-ion  1 

1, 

2 

School  Management   2 

1. 

2 

5?oaching  ProoeSB  3 

2 

3 

School  Hygiene  4 

2 

2 

College  Bible 

1. 

2 

8 

College  Jingliah 

1. 

2 

8 

College  Elective 

1, 

2 

7 

InduBtrial   (i^orrnal  Drill) 

4 

Second  Year 

Psychology  5 

Jul, 

8 

History  of  Bducation  6 

2 

3 

Jixporimentel  Psychology  7 

2 

2 

Child  iitudy  8 

1, 

o 

Psychology  and   Methods  of 

I\m- 

dawental   bub^ecta  9 

1, 

2 

School     Administxatlon  14 

2 

2 

Theory  and  Practice  11  and 

12, 

1, 

2 

6 

College   Science 

1, 

2 

8 

College  Elective 

1. 

2 

4 

Industrial   (normal  Ijrill) 

4 

Walla  Walla  College   (College 

Place, 

Vash.) 

Plrst 

Year 

?irst  Sotiestor 

second  Semester 

Bible                      2-4  hour  s 

Bible 

2-4  houra 

Pedagogy                    8  hours 

School 

Uunagement 

and   iiduoation 

3  hours 

lletnods   I                 4  hours 

Coaching  I 

4  hours 

Uanual  Arts             1  hour 

Manual  Arts 

1 

1  nour 

Penmanship                -i-  hour 
physical  iiduc  »n.  |-  hour 

Penmanship 

■i-  hour 
^  hour 

Physical  iSduo  »n. 

iilective                5-3  hours 

iilleotive 

5-3  hour  3 

Second 

Year 

?irot  Semester 

second   semester 

Bible                         Z  hours 

Bible 

2  hours 

Hist,   of  :iduc'n.   3  hours 

Psychology 

3  hour  3 

Methods   II               3  hours 

Methods  II 

3  hours 

TefiO}iing  II              2  iiours 

!?eacliing  I] 

8  hours 

Elective                    2  hours 

iSlective 

t  hours 

t'. 


•ff   ^ 


cviiufej.^ 


-176- 


Sight   ijinglug  jf  hour  iii©bt  singing  i  hota 

Physical  xjduo 'n.  I-  hour  Physical  iiduc'n.     t  hour 

Vocational  2  hours  Vocational  £  hours 

Hote  1.     Stiulents  taking  uiethoda  in  the   senior  year, 
will  he  required  to  pass  exfunimitionB  in  all  the   cBunmon 
branohes  in  wiiich  ajethoda  are  given,     iio  one  will  he  as^i^ned 
teaching     in  any  subject   in  which  he  hau  not  secured  a  grade 
of  90>S  in  subject  Uiatter, 

note  2,      3inoe  many  students  who   take   the  normal  coorae 
desire  Inter   to   oompiete  the  college  courBo,   it   ia  suggested 
that  students  choose  their  Jioriiial  electives  with  a  i^ajor 
subject   in  view, 

Washington  Missionary  College  (Washington,   D«   C«) 

jjormal  Course 

PrerequiKite :     The  twelve  grades  of  the  Academic  Course 
with  Old  Testament  Bible  and  iilementary  Bible   poctrlnes  or 
their   equivalent.      Candidates   for  graduation  from  tiiis  course 
must  have  completed  one  year  of  instrumental  music  on  either 
the  piano  or   the  organ.     A  short  drill  in  penmanship  will  also 
be  required  of  all  who  have  not  liad  syatomatio  training  in  the 
aubject. 

If iz at  Year 

;ieffloster  hours 

Principles  of  iilducation 4 

Class-room  Organisation 2 

Teaching  Process. • 2 

Llethods  of  Teaching  the  Common  Branches....  8 

Obeservatrlon  and  Practice  To  ac/iing, ,..,,.., .  4 

Manual  Arts   I ,,. 2 

College  Literary  Kleotives 10 

formal  art 

Second  Year 

Psychology 3 

Child  Study 1 

Hi  story  of  Education 4 

School   Health 2 

Sohool  Administration... 2 

Secondary  Education. 4 

Observation  and  PrROtioe  Toaoi.ing... 4 

Ubnual  Arts   II 2 

College  Literary  iJlectivea 10 

Hormai  Alt 


\    *   J        •Vi        I"'   ' 


-.*- 


-176- 


Paolflc   Union  Oollef^e  (i>t.  Helena,   Califo.tnla) 

iiormal  Couxee 

J?nll  credit  is  allowed  on  the  College  Course  for 
all  of  the   follOT/ing  subjoctB, 

JfiiBt  Year  aemester  Hoiire 

aducEtion   I  8 

Methods    I  8 

Teuciing  i  4 

2ianaal  Arte   I  4 

ijlective  $ 

leaohers'   itoviev.a  1 

Tefioiiers'   Conference  1 

Second  Year 

iSducfition   II  8 

Uethods   ZI  8 

Toaching  II  8 

Uanual  Arte   II  6 

[^QfiiihoxB*   iieviewB  1 

I'enohora'   Conference  1 


The  work  of  the  iiormal  Department  as  here  out- 
lined for  the   3enior   Colleges  raay  appear  at  first  glance  to 
be  somewhat  weak.     This,   hovz-ver,   is  not   the  case.      It   ia 
true  that  with  a  small  faculty  it   is  inpoaaible  to  offer   a 
large  number   of  elective  subjects,     This  is  not  always  a 
liindranoe  to   the  cause   of  education.      If  too  much  election 
is  possible,   and  the  student  is   so  inclined,  he  may  enter 
the  profession  with  a  much  narrower  view  of  the  educetional 
field  than  he  would  had  he   followed  the  courueu  outlined  here 
in  which  there    are  almost  no  eleotivea.      state  normal  schools 
recognize  the  value  of  such  courses.     With  tlie  one  exception 
of  Bible,    students  from  Seventh  Day  Advent Ist  normal  depart- 


91 

15 . 1  V.  • 


Hi 


b 

V' 

b 
i 

r 


6 


ii 


£10 


T<'   ]■■ 


c. 

I 
i 


-177- 


ments  are  nearly  alvmye  ^iiven  full  credit  for  work  done  in 
the  denominational  sohool  wiien  it  is  neceBBaxy  for  them  to 
ooa5)lete  their  woack  at  a  oiate  iJoriaal  IThie  ie  an  optional 
matter  of  course  with  the  stete  BchoolB  since  iaeventh  Day 
AdventiBt  collepes  ere  seldom  accredited  by  state  univer- 
sities for  work  done  above  the  academic  grades.  JJo  special 
effort  is  being  made  to  Imve  them  eooredited  outside  of  the 
denominational  aystem. 

b.   In  Junior  Colleges. 

liormul  standards  for  Junior  Colleges  are  the  same 
as  those  for  the  Senior  Colleges,  I'he  courses  offered  are 
In  BO  far  as  possible  the  same,  the  one  chief  difference 
being  that  fewer,  if  any  elective  subjects  can  be  offered. 
It  is  not  80  possible  for  the  utudent  wiSiiing  to  complete  the 
mormal  Course,  and  later  the  College  Courae,  to  include  in 
his  Horm^il  Course  work  that  will  countly  toward  the  ooi»iple- 
tlon  of  hie  college  r.iajor  subject.  Because  of  the  close 
correlation  between  the  work  of  tiie  Senior  and  the  Junior 
College  normal  Department 8  it  is  t: ought  unnecessary  to  prep 
sent  here  uore  than  tv/o  such  couraes  —  one  from  an  iiaatern 
school  and  one  from  the  aojthwest, 

LanfiMHtar    .Tiininr    (^nllflgR,     fnonth    LannHt^t^r  ■ 

normal  Couri.e 

1,  Heriulrements  for  Admission:  Work  of  the  Aoademia  courae, 
or  equivalent. 


al 


tlBb   ^t 

!  -rf  1:7,7   ri.p>[{^   oteliSEOo 

j9tlb&xoofi  aoblMt  t  ievbk 

.9i) 


■  Viirtj... 


.i; 


Ui3 

OS  al 


U  J 


•  id 

i.oO 
ooaoa 


;r3ttcf!  fiil       -I 


-178- 


£•     Studies  in  the  oouruo: 

i'irst  Year   ~  I'hiiteonth  Yeiix 

jSduoiition  I.   -   "jjducetion".   Psychology,   Pedagogy 
Methods   I  -  Pricinry 
MothodB    II  -   lilt  ex  meditate 

ObservRtion  and  Teaching 
Manual  Training 
normal  Axt  and  ]>omestio  tioience  or   Carpentry 

Ueoond  Year   —  i'ourteenth  Year 

Daniel  and  the  lievelation 

j;ducation  11.   -  History  of  Education,  Child  iitudy 

•^CouneelB  to    '-.'eachers" 
Observation  and   xeaoliing  . 

Methods   III.   -   OrammBr  jn?j. 

Manual  [Training 
Physical  Culture  and  Hydrotherapy 

aouthweatern  Junior   College.    (Keene.   gexaa) 

normal  Course 

Ihe  academic  oouroe   or   its  equivalent  is  prerequisite 
to   the  ijorijal  Course.      ;jtudents  who  oonplete   tnis  course   will 
receive  the  Advancediiormal  diploma  from  the  College,   and 
upon  reoomnanuaiion  ai    the  faculty  will  receive  a  pro- 
fessional teacnor*3  ceitificate  from  the  Union  Conference 
^ecret&xy* 

JflxVo'2  Yjikli  —  tjonoHtera 

Daniel  and  Hevelation.  •• 1,  £ 

Kdc^ot.tion  I:  psychology.    Pedagogy  and 

School  Uanagemcnt • 1,  2 

Methods   I,    1,  £ 

Ob se r^at ion  and   i'e  aching, • 1,  2 

Manual  Arts 1,  2 

SiiCOIiD  'iSkB.  — 

iidacation   II:     Child  otudy,   iSducation 

and  History  of  jiducation. 1,   2 

Methods   II,    «•• 1*    2 

[Toaoiiing .••«••••••«  1,    2 

Manual  Arts.... 1,   2 

ijlective 1,   2 


il 


< 


-179- 


It  will  ^e  noted  In  comparing  these  two  courses 
tha.  they  do  not  oover  exactly  the  same  work*   In  the  major 
requirements  they  are  probably  as  nearly  alike  as  is  ad- 
visable, the  schools  being  so  far  apart  and  serving  two 
distinct  classes  of  people.  One  school  offers  one  year  of 
elective  work  to  the  iiormal  student,  the  other  school  does 
not;   one  school  requires  a  year  of  specified  Bible  work, 
the  other  does  not;  and  the  nomenclature  of  the  same  sub- 
jects varies  somewhat  in  the  two  schools.  BVt'n   ooKrees, 
howevAr,  meet  in  a  general  way  the  General  Department  re- 
quirements for  Senior  Colleges, 

Seventh  Bay  Adventist  educational  men  would  be 
glad  if  every  church  school  teacher  had  had  at  least  the 
fall  Senior  or  Junior  College  iiormal  training;  but  tnis  is 
not  possible  for  several  reasons,  -  at  leasst  not  for  some 
time  to  come.  As  in  public  schoolB,  a  large  number  of  ele- 
mentary toacherij  do  not  remain  in  the  profession  for  more 
than  txiree  or  four  years,  thus  mtiking  necessary  many  new 
recruits  annually  to  make  up  the  deficit.   The  elementary 
grades  of  Academies  and  Intermediate  schools  are  more  at- 
tractive to  the  normal  trained  teacher  than  the  ungraded 
one-teacher  schools.  Many  itormal  trained  teachers  are  needed 
for  work  in  foreign  lands,  thus  leaving  the  home  base  short 
of  help,  yor  these  and  other  reasons,  it  has  been  necessary 


oois 


■r  !>  ■  \ 


■       -A  T 


«j.3C~ 


to  allow  some  of  the  stronger  acoreditefl  academies  to 
offer  Borae  JJormal  worlc,   Theee  young  people,  if  they  teach 
at  all,  will  teach  in  the  ungraded  eloiaentary  schools.   It 
is  felt  tiiat  some  training  is  "better  ttinn  no.  training.   Many 
local  church  school  boards  arc  still  willing  to  use  un- 
trained t en Cher s  if  others  are  not  aTailable.   So  fast  as 
is  possible  local  school  boards  are  being  educated  to  the 
place  where  such  a  condition  will  not  prevail* 

Academic  normal  standards  are  as  follows: 

(a)  Only  accredited  academies  are  eligible • 

(b)  The  academy  snail  give  evidence  tliat  a  uuitable 
teacher  is  availrble,  which  shall  be  construed  to  mean  a 
teacher  who  has  had  a  two-year  normal  course  or  its  equivalent, 
in  adaition  to  twelve  grades  of  academic  education,  and  at 
least  one  year  (preferably  more)  of  successful  teaching  ex- 
perience in  local  church  schools. 

(o)   The  academy  Lhall  have  in  its  library  at  least  one 
hundred  books  on  eduoation,  ohoson  from  the  list  of  books 
for  normal  libraries  presented  in  this  manual;  rogxilar  sub- 
scriptions to  Christian  liducator  and  the  Morraal  Instructor 
or  some  other  good  teachers'  niagazine  Siiall  be  maintained  in 
the  library;  the  school  shall  provide  a  large  globe,  a  set  of 
wall  maps  for  the  teaching  of  geography,  and  necessary  facil- 
ities and  apparatus  for  the  teaching  of  physiology,  nature 
study,  agriculture,  and  other  common  branches. 

(dj   The  normal  students  shall  have  opportunity  for  ob- 


cf  nBl>T:66r.'ji:    BcttftfiTno/>   tsrvaoT^B    aiit  ^0   amor:  volls  of 

•.i-r.'Ci.   sojoa    id*. o 


Zi^-'' 


&^^':    x:.. 


-a- 


a-rf.y. 


ii/ao  iJjacx 


,}uaJL.{j 


■oa:   ai:         ,     1 


ibaori 


jq  iiTJU 


il.  bii 


•QL 


Q8i7i 


**MI 


-181- 


Bervation  of  tecohing  in  a  local  church  eohool  that   is  able 
the  first  year  to    score  at  leaat  as  a  aeoond-olaes  school   (85 
per  cent)   according  to  elementary  otandnrds,   the  second  year 
and   onward  to  score  as  a  firat-claaa  (95  per  cent)   school, 

(e)   The   teaching  shall  follow  the  syllabus  for  work  the 
academy  is  giving,   as  provided  in  the  general  sylla  bus  for 
normal  work. 

As  in  other  types  of  Borual  work  there  is  a  notice- 
able  dogree  of  uniformity  as  will  be   shown  in  the  Academic 
JScrraul  coxiroos  given  below.     Only  two  are  submitted* 
Lodi  Academy.    (Lodi.   California) 
Academic  iiormal  Course 

The  first  and  second  years  of  this  course   are  the  same 
At  the  corresponding  years  in  the  academic  Courue. 

Jhird  Year  Units 

Denominational  History,  ToBtimonies                   X 

Plane   Qeouotry  1 

iillemont firy  Chemistry  1 

iiducation  I  1 

Industrial  -j^ 

Fourth  Year 

Bible  Doctrines  i; 

Elementary  Physics  t 

English  and  American  Literature  % 

Primary  Motliods  I  % 

Industrial  ^ 

San  gernando  Academy  (;ian  Fernando.  Calif.) 

normal  Academic  Course 

This  course  givew  the  vork  suggested  by  the  iSdjcca- 
tional  Council,   held  at  College  View,   iiebraska. 

The  subjects  are  iiducation  I,  and  Primary  Methods. 


do  , 


't05 


QQS 


;tjieo  teq 


-is 


•+af,V    K:1 


i 


'-I'^^lc.     i- 


-182- 


These  are  taken  In  plaoe  of  the  Language  subjeote  In  the 
eleventh  and  twelfth  gradeo. 


First  Year 


ijaiQo^ters 


Mew  testament  History  1,  2 

iinglish  1,  £ 
Coomerolal  Arithmetio, 

Bookkeeping  1,  2 

Physiology  and  General  acience  1,  2 

Woodworking  (boys)  1,  2 

iiewing  (girls)  1,  2 

Sight  singing  or  Uiiorus  1»  2 


;;;»eoond  Year 


Old  testament  liistory 

General  History 

ilgebra 

iihetorio 

Woodworking   (boys) 

Dressmuking  (girls) 

oight-sin^-.lng  or   Uhorus 


Third      xear 


Denominational  History, 

testimonies 
Plane  Geometry 
iileiiontury  Chemistry 
iiducetion 
Hydrotherapy 
alght-singing  or   Chorus 


1.  2 
1.   2 

1,    2 

1.  2 
1.  2 
1,   2 

1,    2 


1.  2 
1.  2 
1.  2 
1.  2 
1.  2 
1.    2 


Four*  Year 


Bible  Doctrines 
iilementary  Physios 
iinglish  and  Amerlcal 
Primary  M  thods 
Agriculture  or  Art 


Sight-singing  or  Chorus 


1.  2 
1.  2 

Literaturel,  2 

1.  « 

1. 


1.  2 


Units 

1 
1 


J 


X 
1 
I 
1 

t 


1 
1 
1 
1 
1 
1 


1 
X 

X 
X 

t 


4.  Certification  of  Te>  ohers 


(This  section  is  from  the  report  of  the  Committee  on 
Certification,  first  published  in  "Comicil  Proceedings," 
pages  229  to  2^52,  and  later  revised  at  the  Bozmal 
Council  of  1918). 


»rfi 


9{,rfy8 


4. 

X 


fr 


bild'2 


•.:"-it;o^ 


10   £1 


-182- 


a.  Permit 

A  special  permit  majr  be  iSBued  by  the  imion  secretary 
on  reooDimenda^iOA  of  the   superintendent,    said  permit  to  be 
given  only  to  meet  an  emergency,    or   under   special  condi- 
tions tlxat  cannot  be  met  by  a  regul;.r  certificate. 

b,  Jhird-Sraie  Certificate 

1.  miration  and  Subjects 

Good  for   one  year.     Applicant  must  pass  union  confer- 
ence examinations,    or   present  proper  credits   in  the  follow- 
ing subjects; 

Bible  History  Spelling 

Physiology  Reading 

Arithmetic  penLtanship 

Grammar  Theory  and  Practice 

U.   3*  History  and  Constitution  Civil  Government 

Geography  jHeuwm&xi,    Agriculture 

nature  ijtudy  i^leotive:   Drawing  or 

ringing 

2.  standing. 

Average,  75  per  cent;  minimum,  65  per  cent.  Additional 
requirements  —  a  careful  reading  of  "iiducation". 
2.   Henewals 

A  third-grade  certificate  upon  wnich  no  subject  is  graded 
below  70  per  oent,  is,  upon  recommendation  of  the  superintendent, 
renewable  twice  in  succession  from  date  of  original  issue,  if 
its  holder  has  taught  BQCcessfully  at  least  three  months  of 
the  time  for  which  it  was  originally  isuued;  but  such  certi- 
ficate may  not  be  renewed  more  than  twice.   The  application  for 
renewal  must  State  that  the  holder  has  snown  a  progressive 


vtKri,' 


.tfjf^n 


*  It  « 3 


-184- 

spirit  by  at. ending  uunuaez   school,   azid  by  pxeaenting  one 
teaohezs'  reading  courBs  oertifioate. 
o.      3eoond-Grade  Uertifioate. 
1.      Puzation  and   uubjeots 
Good  for   two  yoars.     Applicant  must   })&8S  union  oonfez- 
enoe  examinations,    oz  present  proper   credits  in  the  follow- 
ing subjects: 

Bible  History  Spelling 

physiology  Heading 

Arithmetic  Peniaanshlp 

Grammar  Civil  Goverwaent 

U.   ;i«  History  and  Constitution     o^lementary  Jfgri- 
Geography  culture 

liatiire  ^tudy  School  Management 

lilective:   Drawing  or 
Singing. 


"JSduoation"  iilement ury  Bible  Doo- 

Klementary  Bookkeeping  trinee 

2.      Standing 

Arerage,   80  per  cent;  minimum,   70  per  cent.     Additional 
requirements  —  the  careful  reading  of   "Counsels  to   Teachers"; 
one  summer   school  certificate. 

0.      First  Year  Uormal  Students 
A  normal   st;ident  who  finishes  the  first  y^ar    of  the  normal 
Course   in  addition  to  the  academic  subjects  required,  will  re- 
ceive a  second-grade  certificate. 
4.     Renewals 
A  second-grade  certificate  upon  wiiioh  no  subject  is  graded 
below  75  per   cent,   is,  upon  recommexidatlon  of  the  superintendent, 
renewable  three  times  in  not  more  than  six  years  from  date  of 


it  tfVB 


eao 


,f  ,         ,  r»q  «kV   wolorf 


-166- 

orlginal  issue,   if  its  holder  tias  taught  at  least  twelve 
months  within  the  life  of  the  certificate,   original  or 
renewed,  and  has  attended  summer   school  and  presented  two 
teachers'   reading  oourue  oertifioates. 
d.     yirat-Grade  Certificate. 

1.  Duration  and  subjects 

Qood  for  three  years.     Applicant  must  have  had  either 

eight  months  of   suooeesful  teaching  in  our  denominational 

eohoolB  or  a  year  of  practice  teaching  in  the  normal  school. 

He  must  albo  pass  union  oonference  examlziations,    or   ireuent 

proper  credits  in  the  following  subjects: 

Bible  History  Spelling 

Physiology  Reading 

Arithmetic  Penraanship 

Qxamn^iX  School  l,lanugement 

U.   S.  History  and  Constitution       Civil  (rovernment 
Geography  iilementary  Agriculture 

ilature  ^itudy  jSleotive:     Drawing  or 

"iiduoution'*  2du8ic,   elected  in 

iilemontary  Bookkeeping  L'hird- Grade  o± 

Seeond-Grade 
i^lenent.iry  Bible  Doctrine 
Daniel  Jind  Revelation  jilective:  Academic  physi- 

Oeneral  Science  ology  and  Botany,   or 

General  History  Algebra,   or   Rhetoric 

iiileotive:     Domestio  science  or  Manuel  ^Training 

2.  Standing 

Average,   85  per  cent;  minimum,   76  per  cent. 
2.     Renewals 

A  first-grade  certificate  upon  which  no  subject  is  graded 
below  80  per   cent   is,   upon  recommendation  of  the  a  perintendent, 
renewable  if  the  holder   has  continued  in  active  teaching  at 


ij-ajt- 


V'f 


0.fU£i,!i-i-,    OflJi   xovnju 


;«  arftftoffl 


-M.      .6 


s<r&ttt^i>$  ^fi'-i  aol^»tBi 


oicr 


•  Jilt 


bo 


.3 


.■H 


-jt  Bioowanoi 


-186- 


least  sixteen  nonthe  during  tJie   Ijfe  of   the  certificate, 

orli^lnal  or  nenewed,   presents  a  teachers*   roading  course 

cortifioate  for  each  year   of  teaching,    attends  at   least 

one  summer   school  out  of  three,  and  is  a  membei   of  the 

aeventh-day  Adventlat  Chiirch,    in  good  and  regular   standing. 

••     PtofesBlonal  Certificate. 

1.     Duration  and  subjects 

,    or 
Good  for   five  years.     Applicant  must  have  finished  the 

College  normal  Course,   or  have  taught  successfully  at  least 
twenty-four  months  and  have  two  units   of  professional   train- 
ing and  have  passed  union  conference  examinations,   or  have 
presented  proper  credits  in  the  following  subjects: 

Bible  History  Spelling 

Physiology  Beading 

Arithmetic  Pent^anship 

Gramme  ichool  Management 

U.    S.   History  and  Constitution  Civil  Government 

Geography  i^Lem.   Agriculture 

nature  iitudy  iilective:   Drawing  or 

"Jiduoation"  ijlnging,  wiilohever 

iSlementary  Bookkeej  Ing  subject  was  not  elected 

Daniel  and  Revelation  In  Ihiid  Grade  or 

General  Science  L^econd  Grade 

General  History  iiilementary  Bible  Doctrines 

iiJleotive:  Domestic  science  or             jileotive:  Academic  phy- 

tlanusal  Si MnXxis  slology  and  Botany,   or 

Algebra,   or  Hhetoric 


History  of  Mists  ions  and   ttenominational  Hiiitory 

JSleotlve:  Physios,    or   Chemistry,    or    zoology,    or   iileiuentary 

astronomy 
Literature 
Plane   Geometry 
jsllective:     Chose  one  subject  from  the   literary  eleotlves 

not  taken  in  first-grade  certificate. 
Elective:   History  of  iSducation  or  Psychology 


&t: 


iiiiJ    XO     X6< 


•  p. :i"Ofi?  '/f  I'rri 


1   tot  AooO 

.J 


&&J 


8  eii  i  1 


X%) 


3d 

41 


^- 


10    ,\, 


-r.    VTO^-li 


UdV 


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-187- 


2.  standing 

ATerage,    90  per   cent;  mlnimiim,    80  per  oent. 

3.  HenewalB 

A  profesaional  oertifioate  upon  w  xLoh  no  Bubjeot  le 
graded  below  80  per  oent,    is,  upon  recomraendation  of  the 
educational  superintendent,   renewable   so  long  as  the  holder 
continues  in  active  tii aching  at  least  tiiree   out  of  five 
years  during  the  life  of  the  certificate,   ori^rinal  or 
renewed,   and  preBcnts  a  reading  course  certificate  each 
year  of  teaciiing,  attends  at  least  one  susaner   s.chool  out 
of  five,   and  is  a  member   of  the   beventh-day  Adventiat 
Church,   in  good  and  regular  standing* 
f.     Life  Certificates. 

The  Genoral  Department  of  Education  loay  grant   tiiree 
classes  of  life  oertifioutes  as  follows: 

1.  General  Life  Certificate 

This  certificate  S'lall  be  granted  to  tnose  wi.o  hold  the 
bachelor's  degree  from  a  Jeventh-day  Adventist  college,  and 
who  have   ut   leaot  tiiree  credits   in  eduoi.tion,   and  after 
graduation  iiavc  taught  uuccessfally  for  at  least  three  years, 
and  are   recommended  by  the   union  conference  oecreLary  in 
whose  territory  tiiey  iiave  taught. 

2.  formal  xiife  Certificate 

Shis  certificate  siiall  be  gxanted  to  those  who,  after 
receiving  tiie  normal  diploma,  la-  e  taught  suncesBfTU-ly  for 
three  years,  and  are  reoomnonded  by  the  union  conference 


flvj: 


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f  r 


-/r    i  f\-:      •■vnno-fti 


'>j6 


,i!>6Wi 


,  -iOXiiil^ 


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orfw 

BBO/iW 


rjteoei 


-ise- 


aeeretary  In  whose  territory  they  have  taught, 
Z,      Special  Life  Certlfloute 
Those  who,  by  reason  of  long  and  successful  teach- 
ing and  school  management,  have  shown  that  they  possess 
qualifications  and  attainments  equivalent  to  those  re- 
quired under  (1)  or  (2),  and  who  are  recommended  hy  the 
union  conference  secretary  in  whose  territory  they  have 
taught • 
g.  Accepted  Credits. 

1.  In  the  examination  of  teachers,  a  credit  of  90 

per  cent  or  mure  is  reckoned  pej^manent  so  loxig  as  the  holder 
is  actively  engaged  in  t'  eiohing  or  studying  under  a  teacher 
(without  lapse  of  more  than  one  year),  whetiior  said  standing 
be  obtained  In  a  toao^9|8'  examination  or  in  subjects  above 
the  eighth  grade  in  one  of  our  colleges  or  ticademies,  or  in 
the  Fireside  Correspondence  t>chool. 

2.  Credits  of  83  per  cent  or  above  will  be  accepted  if 
derived  from  the  same  sources  and  if  not  uoxe  than  three  yea.x3 
old. 

2.  Credits  from  high  school  and  state  examining  boards 
will  be  accepted  in  harmony  with  the  conditions  under  (1) 
and  (2),  excepting  those  in  civil  governmont,  geography ^ 
physiology,  general  science.  United  states  history,  and  gen- 
eral history,  in  which  subjects  some  additional  work  may  be 
required  for  denomin&tiozial  reasons. 
h.   (Tetiohers*  Certificate  Valid. 


-lij 


J 


«q 


>!j 


.iXO 


Xate 


.ti 


-189- 


In  all  oases,  whether  iBoued  hy  the  miion  conference  de- 
partment or  by  the  General  Department,  and  for  wnatever  grade, 
a  certificate  will  remain  valid  only  bo  long  ae  the  holder  la 
a  member  of  the  seventh-day  AdventlBt  Church,  in  good  and 
regular  standing. 


Y.   ^isiVi^SH  SAY  ikDViiUiSXbS  aCfiUOi.  WOU£ 


So  give  anything  like  a  complete  ticoount  of  Seventh 
Day  Adrentiat  elementary  school  work  in  countries  outside  the 
United  ijtatea  so  soon  after  the  close  of  the  ttreat  War  would 
be  impossible,  for  to  write  this  -iccount  would  uean  to  write 
the  story  of  Seventh  Day  Adventlst  missions,  ijivery  mission 
station  is  a  training  center.   7o  evangelize  foreign  peoples, 
especially  those  of  hentiien  lands,  means  to  start  a  school  for 
the  children  and  to  train  them  to  paan  on  the  gospel  story  to 
their  own  people.   The  work  is  never  a  complete  sucoess  if  the 
children  are  not  taken  into  account,  jjlvery  missionary  is  a 
teacher  (or  should  be).  W*  U.  Anderson,  a  pioneer  missionary 
to  Africa,  —  and  still  in  service  there,  --  in  a  personal 
conversHtioii  with  the  writer  about  throe  years  ago,  said  that 
if  he  could  iiave  hia  say  about  the  kind  of  people  who  should 
come  to  Africa  as  mis^sionaries,  he  would  insist  that  among 
their  other  cjualifications  tuey  should  have  /lad  a  complete  ilor- 
mal  Course.   His  ronson  for  raaking  such  an  assertion  was  that 


r 


:  C?   nl 


nnr  i    s 


:G''M-.:i     Off 

'  nerrne 

.0     OUJ 


•rdu  •hiiiQo  an  Xa 


i*d» 


«OUXUOk>    x^^ 


-190- 


if  an  Amexioan  teaoher  needed  the  best  quallfioationt)  to 
teach  American  children  in  Amexloun  schools,  having  the  best 
of  buildings  and  equipment,  how  lauoh  uoze  would  the  teacher 
in  Central  Africa,  witiiout  books  and  eciuipment,  and  soDietimes 
without  buildings,  need  formal  training.  Mr.  Anderson  is  a 
college  man  and  has  twonty-five  years  of  African  experience 
in  mission  school  work  upon  which  to  base  such  a  conclusion. 
A  few  explanatory  remarks  concerning  foreign  ele- 
mentary schools  will  greatly  aid  the  reader  to  understand  the 
account  of  school  work  that  follows.   In  Amerlca..an  elementary 
school  usually  means  a  school  whose  pupils  are  small  children 
from  about  6  to  12  years  of  age;  in  the  average  mlBsion  school 
It  means,  not  children,  but  young  people.   ::ney  are  mature 
people  physically,  but  children  mentally,  nevQi   having  been 
taught.   In  many  of  the  heathen  countries  It  is  unnecessary 
to  carry  the  work  of  the  day  school  beyond  what  would  be  in 
America  the  sixth  grade  level,  vox   the  young  man  or  young 
woman  of  Basutoland  to  reach  this  level  means  a  long  period 
of  study,  even  though  their  native  ability  Is  keen.  Having 
reached  such  a  stage,  a  young  man  is  prepared  to  become  an 
''outschool"  teacher  and  conduct  a  school  of  his  own  in  a 
]|l§Jt]^}iboring  village,  under  the  super viei on  of  the  missionary* 
Iii  thoue  mission  schools  a  part  of  each  day  must  be  glv«n  to 
mamial  labor  in  order  that  the  student  may  be  as  neorly  self- 
supporting  as  posolble.   It  does  not  neod  to  be  said  that  he 


e«ti 


tl 


-•I*  «roi 


«»  nB\ 


arfj 


A^.  • 


if-.; 


a«»ftt  Ji 


Z^aasPi 


-101- 


has  no  money.     Mission  Bchoole  are  usually  located  on  large 
faxms,  often  given  to  the  missionaxy  by  the  chief,   if  he 
will  establish  a  school  in  that  place.     This  is  especially 
true  in  Africa.     In  tiouth  and  Central  America  the  plan  of 
work  is  much  the  same  in  a  general  way.     Two  differences  are 

nptioeable,    especially  in  certain  parts  of  ;:»outh  America 

e 

where  the  population  are  Portuguese  or  Spanish  speaking.  The 
land  for  a  school  must  be  bought  and  the  studeuts  make  much 
greater  progress,  re&ohing  ;iigh  sohool  and  college  level. 
In  Canada,  ijew  Zealand,  Australia,  and  all  Jduropean  countries, 
an  eletaentnry  school  caofdns  practically  what  it  ueans  in  the 
united  States.  This  is  fast  becoL.ing  true  in  Asiatic  and 
Malaysian  countries  also. 

In  foreign  lands  as  well  as  in  the  United  States  it 
has  seemed  advisable  in  most  place:?  to  develop  cohools  fox 
young  people  first.  A^^  ^3  been  explained,  these  schools, 
while  in  one  sense  secondary  schools,  are,  so  fur  as  the  our- 
rlioulum  is  ooncorned  at  the  beginning,  only  of  el&iaentary 
grade.   Just,  so  soon  as  it  is  possible  to  do  so,  these  schools 
are  developed  into  real  secondary  schools. 

The  report  here  given  is  of  fragmentary  nature  but 
it  will  at  leaat  give  a  glimpse  into  the  elementary  school  work 
of  Seventh  Day  Adventiots  in  a  number  of  countries,  the  aim  of 
the  writer  being  to  present ''typea"  only.   It  will  be  kept  in 
mind  tliat  the  purpose  of  these  schools  is  to  make  Seventh  Day 


It 


fUkH 


3i 


t  f 


in  hmixtittii 


-192- 


Day  AdTentists  of  the  students,  ^hey  in  tuxn  axe  to  labor 
for  their  own  people  to  make  of  them  other  iiieveuth  Pay 
▲dventlsts* 

The  Muoatlonal  i;jecretary  of  the  general  Confer- 
enoe  reporting  of  school  progress  in  the  lieview  and  Herald 
of  July  31,  1919,  says,  "In  fiorth  America  we  now  have,  not 
twelve,  but  oonsiderably  more  th?m  12*000  beventh  Day  Ad- 
vent 1st  boys  and  girls  in  our  own  elementary  schools  alone, 
with  enough  more  in  our  academies  and  colleges  to  raise  this 
number  to  at  least  18,000,  with  an  estimated  total  number  of 
graduates  from  the  advanced  schools  of  approximately  500 
this  year.   These  schools  o^ry  a  teaching  staff  of  about 
1,300,  and  represent  a  net  investment  of  exbout  ^2,000,000, 
practically  all  out  of  debt,  ^x 

"Outside  of  North  America,  our  enrollment  la  schools 
of  all  kinds  has  Inoreaaed  to  a  number  approximately  equal  to 
the  total  in  Uorth  America,  making  a  grand  total  of  not  far 
from  40,000  now  enjoying  daily  instruction  in  Seventh  Day 
Adventist  schools," 

With  theue  explanatory  remarks  we  are  ree.dy  to  leave 
the  United  states  and  go  abroad.  As  we  go  the  reader  will 
not  forget  that  we  are  describing  a  system  of  schools  which 
is  approximately  only  twenty-five  years  old  and  that  it  is 
betng  carried  forward  by  a  religious  denomination  itself  young 
and  whose  adherents  are  nostly  poor  people  financially,   if 


«  t  « 


"to  atfJitcrovSA  "^bH 


wi^ox^  ja  :;.u  j^xirxoqex  eoits 


,3rICTJj 


ill    3-1.     • 


■^■^>L  von  000, 0^  BOrt 

.   Ana 


-193- 


they  are  not  poor  wJien  thoy  join  the  denomination  tuey  often 
make  themeelves  so   (Toluntarlly  of  couxise)  by  their   liberal 
gifts  to  TarlouB  phases  of  the  churoh  work. 

1.     Jilorth  America  Outside  the  United  l^tates 

In  this  territory  there  is  very  little  to    report 
except  the  great  need  of  schools.     jL  small  beginning  is  being 
made,   however,   and  our   first  stop  will  be  at  the  Uew  v/est 
Indian  Training  School,   located  at  Mandeville,    Jamaica.     Shis 
school  was  opened  on  January  15,   1918.     jLt  the  opening  of  the 
second  year's  work,    September   ]£  ,   1919,   t\7enty-four    students 
were  admitted,  each  of  whom  lias  expressed  his   determination 
of  becoming  fitted  for  a  place  in  the  work  of  the   Third 
Angel's  Message. 

The  School  owns  one  hundred  seventy-one  acres  of 
land  two  miles  south  of  Mandeville,    Jamaica,   in  the  heart  of 
the  grasing  district.     Uandeville  ma  an  elevation  of  two 
thousand  foet  above  sea  level  and  is  famed  as  a  nealth  and 
tourist  resort.     The  climate  is  considered  ideal  by  uany,  and 
though   tropical  it  has  the  advantage   of  elevation  that  gives 
a  cool,  bracing  climate.     The  school  buildings  stand  on  a 
ridge  over-looking  the  entire  farm.     Zrom  here  a  view  of  the 
sea  may  be  had  on  cle.^  r  dnys.     The  school  is  five  miles  from 
Willlamsfield  railway   station  on  the  line  from  Kingston  to 
Uontego  Bay,  and  is  Just  sixty  miles  from  Kingston,   the  capital 


to    B9B^.lc 


.  I 


••u    ia^^ 

e 

* 

,       -na 

nl 

^UW    JL0Qd6B 

f 

jO 

j1   a-^>:^L':.  i^iiaoi*»ii  lo 
uaxla  ami  ita^l 


ifloi: 


u^^iaoii. 


-194- 


of  the  iBlond.     The  pailah  of  llaxioh ester,  of  whioh  Maudevllle 
ie  the  pzlnolpul  town,   iu  lamed  for   Itu  orungea  and  pimento, 
or  allaploe. 

Tuition  is  oharfred  in  tlxia  aohool,  the  rate  being 
££  lOs.   od,     per  month  of  four  weeks,     students  uio  given 
an  opportunity  to  work  their  way  through  aohool  if  nooeseary. 
In  this  case  the   student  cannot  oarry  full  aohool  work,   a 
loaoh  longer  time  being  recjulred  for  him  to  complete  the  course, 
HO  student  is  received  into  the  school  without  having  first 
made  arrangements  to  do  so.     This   school  is  oo-educutiorial, 
the  girls  being  under  the  supervision  of  a  preceptross  who 
lives  in  the  ladies  dormitory  with  them.     Both  young  men  and 
young  women  arc  permitted,   in  fact  encouraged,   to  earn  tlxeir 
school  expenses  by  selling  books  during  the  vacation.     They 
receive  recognition  for  tnis  work  as  follows; 

''Denominational  colporteurs  who   sell  the  following 
amountu  of  subscription  books  and  pay  the  Tract  Society  where 
they  are  working  the  designated  amounts,  will  receive  credits 
as  follows: 

"In  Jamaica  and  fields  wxiexe  they  use  the  pounds, 
shillings  and  pence,   ariy  colporteur  wiio   seiLls  at  leaut  MO 
worth  of  books,    settles  all  accounts  with  the  Tract  iiociety, 
and  also  pays  in  to  the  Tract  society  bl9  2s.   6d.  additional, 
will  receive  a  full  year's  scholarship  covering  room,  board, 
and  tuition.     A  half  year's  scholar i)hip  may  be  earned  on  the 
same  basis. 


o       •-  ? 


roH 


^o   la; 


■aa 


di 


•JX 


:nro  rX  oft    tin 


'f  .tr  fiw 


v|      iiii. 


iiii^ii 


-195- 


"In  th«  south  Caribbean,   and  othor   confer enoee, 
where  they  use  the  dollars  and   cents  the  colporteur  that 
sells  at  least  $196.00  worth  of  books,    settles  all  accounts 
»ith  the  Tract  t>ociety,    and  pays  in  $93.50  additional,  will 
receive  the  full  year's  soholarshlp  of  board,   room,   and 
tuition. 

"Scholarship  students  are  under   the  same  regula- 
tions, and  must  also  perform  the  t ro  hours'  work  per  day 
required  of  all  students." 

The  work  of  this   school  begins  at  about   our   seyenth 
grade.      !rhe  studies  now  offered  are: 

Bible,   MoKibbin's   "Lessons    in  Acts  and  iiipistles  and   Flan 
of  Salvation";    Geography;   Physiology;   Gr^uamar;   Arithmetic; 
Penamship;   Reading;   spelling;    Outline  of  Prophetic  History,— 
Daniel  and  the  Revelation;  iilnglish   axid   Jamaican  History;  Jjiew 
[Testament  History;  j^ngL  ish;   Commercial  Airthmetic;   BoOi.keeping; 
Physiology  and  simple  Treatments;   Boiany;   Slghtsinging;  Bible 
Doctrines;    Genexal  History;   History  of  Missions,   and  Testi- 
monies;  Plane  Geometry;  Latin  or  lAodern  Language;  jilementary 
Chemistry;  Hydrotherapy;   Prophecy;  iilementary  physics;   iinglish 
and  American  Literature;  jinglish  History  and   Government; 
Domestic   ;joienoe;   sewing;  Agricultui  e. 

Vox   those  who  have  had  some   toaciiing  experience  in 
public    schools,   and  hrtve  successfully  passed  all  the  reqidred 
examinations,    after   special   examination  b;;  the  Faculty  with 


"«- 


ro 


Vfl 


xa  Xa 


)lteoao<I 


^•1 


^(ailxe 


-ise- 


satlsf&otory  results,   a  formal  iiilementary  Glasu  ?rill  be 
formed  In  whioh  proper  methods  on  ohiiroh  school  work  will 
be  given,   covering  the  first  six  or   eight  grades. 
Subjects  as  follows: 

1.  Organization  of  the  t>ohool 
2a     Methods  in  Teaching. 

(a)  Primary 

(b)  Intermediate 
(o)  Gramm.ir  Grades. 

Practical  work  is  offered  in  Agriculture,  ;jtock  Hear- 
ing, Carpentry  and  Cabinet  Work,  Domestic  aoienoe,  ^^ewing. 
Hat,  Basket  and  Mat  Weaving. 

2.  Porto  Kico  hiia   no  school,  but  aends  the  plea 
for  one.   C.  iu»   Znight,  who  is  laboring  there,  wrote  in 
November  tiirough  the  columns  of  the  church  paper,  "Vfhile 
the  educational  facilities  in  porto  Hioo  are  better  than 
those  in  any  of  the  other  iulands  or  in  any  other  part  of 
Latin  America.  Yet  a  groat  need  is  folt  for  a  school  in 
Povto  lUco  that  will  educate  our  young  people  in  the  message, 
particularly  thoso  who  give  promise  of  becoming  laborers  in 
these  island  fields." 

This  plea  is  a  typical  one  from  all  parts  of  the 
Vest  Indian  archipelago  and  Central  America  and  Mexico. 

2.   W.  iS.  Lanier  reporting  for  Honduras  sends  the 
word,  "I  am  glad  to  report  that  progress  is  being  nade  in  the 
establishment  of  a  training  school  at  tiigiaatepeciue.   I'he 
mission  has  purchased  about  six  himdred  acres  of  land  for  the 
school,   A  saw  mill  is  on  it,  and  W.  2,  Hardt  is  hoping  to 


fi.-f    TTlvT 


■  -r     'ft  .". .+  ry  rrt-  u  f  ■'■      JJ 


4iUJ- 


ni   •»loiv.    , 


,<irifivri 


,         j^UiMB   mAJ  i! 


0^/»O^l 


.ooix 


il   ar^ 


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-19  7".- 

take  some  students  In  Pebru«ry  (19£0),  The  climate  in 
Siguatepeque  is  ideal,  and  when  we  get  the  school  estab- 
lished, it  should  be  a  success." 

4.  Prom  Salvador  comes  the  report,  "We  need  the 
medical  and  educational  vrork  developed,  A  very  small  begin- 
ning has  been  made  in  Santa  Ana  in  the  educational  work*  A 
church  school  was  held  for  six  months.  This  was  Juet  enough 
to  help  the  believers  see  the  need  and  experience  the  bless- 
ings derived  from  teaching  in  harmony  with  the  message.  The 
work  is  only  begun  in  this  republic.  Much  remains  to  be  done". 

The  Hawaiian  Islands  report  one  church  school  of 
eight  grades  in  Honolulu.  They  plan  to  add  grades  nire  and 
ten  very  soon.  This  completes  oxnr  trip  through  the  tropical 
part  of  north  America.  Alaska  has  no  school  to  report  as  yet; 
but  in  Canada  are  some  most  excellent  schools,  ^wo  or  three 
,of  which  w«  will  visit  next. 

ISastern  Canadian  HiSRionary  Seminary. 

Muoational  work  among  Seventh-day  Advent ists  in 
Ontario  began  in  the  fall  of  1903  with  the  opening  of  Lorne- 
dale  Academy  at  Lorne  Park,  fifteen  miles  west  of  Toronto. 

After  nine  years  at  Lorne  Park,  ttie  work  had  grown 
to  such  proportions  that  it  was  found  advisable  to  secure 
better  acooumodntions  at  a  more  central  location.  The  school 
at  Lorne  Park  was  closed,  and  Buena  Vista  jScademy  was  opened 
at  Oshawa,  Ontario,  a  manufacturing  town  of  about  9,000  in- 
habitants, built  on  the  shore  of  Lake  Ontario. 


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-198- 

Pollowing  the  advice  of  the  General  Conference, 
the  school,  in  May  1914  was  turned  orer  to  the  Eastern 
Canadian  Union  Conference.  In  March  1915  the  school  was  made 
the  training  center  for  ?renoh  'Torkers  by  transferriTig  that 
department  of  education  from  South  Lancaster,  Massachusetts 
to  the  Academy.  A  department  of  Normal  training  was  also 
added,  making  the  school  the  training  center  for  church 
school  teachers  for  the  Union.  A  church  school  was  opened 
in  connection  with  the  Normal  department.  In  1916  the  name 
of  the  school  was  changed  to  The  Eastern  Canadian  Missionary 
Seminary. 

The  Seminary  building  is  located  on  a  hill  jver- 
lodklng  B  winding  creek  and  a  grove  of  evergreens.  This 
building  is  used  for  classes  and  dormitory  purposes.  In 
addition  there  are  three  cottages,  a  printing  uffioe,  a 
laundry,  and  a  dairy  bara. 

Plans  are  well  xinder  way  to  make  many  improvement  s 
by  the  beginning  of  the  school  year  (1919-1920).   There  will 
be  a  new  college  building  which  will  include  an  assembly  room, 
recitation  rooaa,  the  library,  and  offices.  The  present 
building  ^7ill  be  remodeled  and  used  entirely  for  dormitory 
purposes*  so  a  large  number  of  students  can  bo  accommodated. 
It  is  also  planned  to  build  more  cottages,  a  now  dairy  barn, 

and  a  small  hospital. 

The  campus  will  be  leveled,  cement  walls  laid,  and 
the  grounds  beautified  by  flower  beds  and  shrubbery.  One 


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of  the  improTements  to  which  students  are  looking  forward 
i8  the  nevr  skating  rink,  trhioh  will  enahle  them  to  skate  on 
the  school  farm,  instead  of  first  vmlking  t'To  or  three  miles. 

This  spirit  of  progress  is  typically  Canadian.   The 
general  regulations  goreming  the  school  are  similar  to  those 
found  in  Serenth  Day  Adrentist  schools  in  English  speaking 
countries  ereryrrhere.   They  are  giren  here  in  full  and  t'  e 
reader  -rill  remember  that  for  all  Australian,  British,  New 
Sealand,  and  other  schools  they  are  nearly  identical. 

"By  his  matriculation  each  student  pledges  himself 
"W  ohserre  all  the  requirements  of  the  school  and  to  safeguard 
^its  interests.  Failing  to  do  this,  he  serers  his  corneotions 
with  the  school  and  is  re-instated  only  at  the  discretion  of 
the  faculty. 

"Students  are  sxpected  to  abstain  fr'm  indecent  or 
fj    disorderly  behavior,  profane  or  unbecoming  language,  tobacco, 
card  playing,  haring  or  rending  norels  or  other  pernicious 
literature,  and  all  improper  associations. 

"Young  ladios  and  gentlemen  may  mingle  together  in 
a  frank,  manly,  and  womanly  way  as  friends  in  chapel,  class- 
room, and  dining  room,  but  with  proper  reserre.  All  calls 
must  be  made  in  the  school  parlors.  Permission  for  colling 
iwill  be  granted  when  oonsideroA  adTisable  by  the  faculty. 

"Uon-r evident  students  will  not  be  permitted  to 
board  themselves,  or  to  board  with  private  families,  eKoept 
with  the  approval  of  the  faculty. 


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"Any  firearms  "brought  on  the  promises  must  he 
left  in  the  keeping  ^f  the  school. 

"Any  regulations  adopted  hy  the  faculty  and  an- 
noTinced  to  the  students  shall  have  the  same  force  as  the 
printed  regulations, 

"The  wearing  of  Jewelry  is  forbidden. 

"Students  arp  eacpeoted  at  all  times  to  oonduot 

the 
themselres  ^hile  in  the  home  in  keeping  with/order  of  a  re- 
fined home. 

"The  home  is  not  a  public  building.  Mo  lady  or 
gentleman  would  think  of  entering  a  priTate  house  without 
first  obtaining  permission,  hence  persons  liring  outside  and 
calling  upon  members  of  the  home  family  should  kindly  ob- 
serve the  customary  cirilitios. 

"No  student  shall  leare  the  premises  without  per- 
mission. If  the  absence  ia  to  include  any  part  of  the  school 
session  permission  sho  Id  be  obtained  from  the  president,  who 
may  ro(  uire  a  '-rritton  statement  from  parent  or  guardian. 

"The  seventh  day  is  the  Sabbath  and  a  proper 
respect  -"ill  be  expected  of  all  students.  All  will  be  re- 
quired to  attend  religious  serrices  of  the  day,  and  in  case 
of  excused  absence,  the  student's  time  should  be  spent  in 
his  room.  Common  rislting  on  the  Sabbath  is  discouraged. 

"Attendance  at  morning  and  erening  worship  is 
reouired. 


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"It  l8  important  that  the  study  hour  he  quiet, 
therefore,  students  mist  refrain  from  risitlng  in  one 
another's  rooms,  loud  talking  or  congregating  In  the  hall. 
All  work  and  errands  should  he  attended  to  before  erening 
-/orship,  that  there  be  no  running  in  and  out  during  the 
study  period, 

"The  use  of  candles  and  laj«p»  in  the  building 
is  forbidden. 

"No  cooking  is  to  be  done  in  the  atudonts'  rooms. 

"Penaission  for  meals  to  be  token  to  rooms  must 
be  obtained  from  the  matron. 

"Exhibiting  or  playing  of  rag-time  musio  is  for- 
bidden. 

"i)enti8try  should  be  attended  to  during  raoation 
80  as  to  reduce  this  work  to  a  minimum  during  the  school 
year.** 

Conrsea  of  study  are  praotionlly  the  same  as  those 
of  the  five  Senior  Colleges  of  the  Stjtes,  including  the 
Adranoed  Normal  Course.   LocpI  conditions  are  met  of  course 
by  teaching  Cnr*adinn  history,  French,  etc.  As  in  the  States, 
music  is  made  a  strong  factor  of  the  school  work;  also  the 
industries.  Worthy  students  are  assisted  by  being  allowed  to 
work  for  part  of  their  school  expenses,  and  the  colporteur 
scholarship  plan  may  be  taken  adrantege  of.  An  elementary 
school  is  connected  ^Tlth  the  Seminary,  is  directed  and  con- 


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-202- 


trolled  by  it,  and  sorres  aa  the  Training  School  for  th© 
Normal  Department,  The  '?ork  of  the  elementary  school  la 
patterned  after  that  of  eleraentnry  grades  in  the  States, 
only  such  changes  being  raade  as  are  necessary  to  meet  ed- 
ucational standards  set  by  the  school  authorities  of  thi 
ProTince  of  Ontario. 

A  school,  "The  Canadian  Junior  College",  of 
similar  nature  is  situated  at  Laoorabe,  Alberta.  It  also  has 
an  Adranced  Normal  department  and  a  large  elementary  school. 
This  school  serres,  in  the  main,  all  of  Testern  Canada.   Two 
academies,  one  in  British  Columbia  and  one  in  Saskatchewan, 
serre  as  feeders  to  thie  school*  Senior  College  students 
from  this  territory  attend  Walla  Italia  College  at  College 
Place,  Washington.   It  is  not  thought  necessary  to  take  up  the 
work  of  these  schools,  nor  of  a  large  number  jf  oharch  schools 
in  detail, 

Williarasdale  Academy  (Nora  Scotia) 
is  situated  in  a  beautiful  fertHeralley  of  the  Cobeqnid 
Mountaine,  nnd  the  Hirer  Philip  flows  past  the  school  thus 
making  it  an  ideal  place  for  study.   It  is  t^relre  miles  from 
Oxford  JxmctiDn  on  the  Intercolonial  Railraod,  where  connec- 
tion can  be  made  to  all  parts  of  the  prorince. 

The  groimds  are  o-irned  and  controlled  by  the  institu- 
tion, and  consist  of  t/o  hundred  sixty  acres.  A  good  share  of 
this  is  under  cultiration,  the  remainder  being  excellent  for 
pasture  and  -woodland. 


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-203- 


The  dally  p-ogram  for  students  in  the  school  dor- 
mitories, ^hloh  is  typical  of  all  such  progBama  in  Serenth 
Day  Adrentist  boarding  sohoole,  may  prore  of  interest  to  the 
reader. 

Rising  Bell 6.00 

Breakfast  and  rorship.....  •••. 6.45 

Recitations 7.46-1.00 

Dinner..... .«•• 1.15 

Indus trios. and  Laboratory  Work  2.00-5.00 

Lunch 5 .  20 

Srenlng  v/orship 6.30-7.00 

Study  Period 7 .00-9 .16 

Retiring  Signal ...• 9.15 

Bights  out • 9.  30 

Lights  out  Friday  erening 9.00 

Program  for  Sabbath  (Saturday J 

Rising  Bell 7.00 

Breakfast  and  worship 8.00 

Sabbath  School 10.00 

Church  Service 11.00 

Dinner 1.15 

Lunch > . » 6  •  30 

S.  South  America 


\      (The  following  report  of  the  -rork  of  Serenth  Day 

Adrentist  schools  in  Sputh  Ame-ioa  appears  in  the  r^eriew  and 
Herald  for  July  1»  1?€0.  It  is  given  b;  H--.  U.  Sterens,  Edu- 
cational Secretary  for  South  America.) 

From  a  missionary  view  point  South  America  has  for 
years  been  known  hs  the  "Continent  of  Opportunity".  So  it 
is  for  educational  work.  While  European  life  and  civiliza- 
tion first  found  a  footing  in  Latin-America,  and  some  of  the 
first  lights  were  planted  on  this  continent,  history  testi- 
fies to  a  case  of  arrested  development  and  stagnation. 


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-204- 


oaused  by  the  blighting  influence  of  greed  and  superetfLtion. 
But  ^ith  this  coming  of  liberty  all  this  is  changed.  New 
lift  is  circulating  in  the  Teine  of  all  Latin-America.  New 
inspiration  is  \irging  the  nations  to  the  ideals  of  modern 
civilization.  Hew  hope  is  surging  in  the  breast  of  erery  eon 
and  daughter  of  this  great  family  of  republics,  and  oppor- 
tunities are  fomid  on  erery  hand  for  moat  gigantic  and  far- 
reeohing  enterprises.  This  is  not  a  land  whose  inhabitants 
must  wait  long  years  of  slow  derelopment  to  produce  the  means 
of  modern  cirilization.  Stenmships,  power  plants,  telephones, 
telegraphs,  automobiles,  and  the  hundred  other  inrentions  of 
modern  life  are  ready  and  await  demand  to  be  put  into  immediate 
operation  for  the  material  benefit  of  men.  So  it  is  in  regard 
to  education.  Years  of  developrannt  in  other  countties  hare 
produced  the  ideals  and  rneane  of  modern  education  ^hich  stand 
rejidy  to  be  put  into  immediate  operation  for  the  intellectual 
and  spiritual  benefit  of  the  human  soul.   Just  as  merchants, 
engineers,  and  large  corporationp  a -e  finding  boundless  pros- 
pacts  for  enterprise  and  orofit,  so  in  educational  lines,  doors 
are  Tride  open  #ith  the  most  far-rer chlng  opportimities  to  mould 
the  life  and  character  of  the  rising  generation  of  the  Latin- 
American  races. 

V/ith  uB  as  a  people  here  on  this  continent,  the 
records  of  church  school  work  for  the  earlier  years  are  incom- 
plete; but  those  we  have,  reach  back  to  1904,  when  15  primary 


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aohools,  ':»lth  an  enrolment  of  219  pupils,  -^'ere  reported. 
Since  that  time  frorc  9  xo   21  aohools  hare  been  reported  yearly, 
with  from  9  to  23  teachers,  and  an  enrolment  of  from  84  to 
400  pupils. 

In  1916,  when  the  So\xth  American  Diriaion  was  organ- 
ized, three  educational  institutions  T?ere  operating,  with  18 
teachers,  and  a  combined  enrolment  of  169  students.   In  1919, 
four  sokools  7ere  operating,  vith  80  teachers.  The  total  en- 
rolment as  reported  was  262. 

The  total  ralue  of  our  school  property  has  i.ncrenped 
from  $78,910.25  in  1916  to  s^lie.103.93  in  1918.   Inhere  T^'ere 
19  church  schools,  with  20  teachers  and  389  pupils,  r  ported 
in  1916;  in  1918  there  were  20  church  sohoole,  with  23  teach- 
ers and  400  pupils. 

While  the  growth  in  numbers  has  not  Teen  great, 
there  has  been  some  substantial  foundation  work  done  which,  it 
is  beliered,  will  produce  larger  visible  resulte  in  the  years 
tft  oome* 

Che  educational  work  is  only  beginning,  oo  far  as  the 
general  field  is  concerned.  For  years  we  hnve  felt  like  a  few 
lone  7rorker8  engulfed  in  an  ocean  of  problomo  and  j  erplexities. 
The  last  four  years  hare  brought  us  help,  for  which  we  are 
profoundly  thanlcful.  Our  hearts  take  new  co\irage  as  we  see 
proficient  workers  coming  in  anther  to  the  crying  needs  of  our 


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field.  A  new  day  is  dawning  here  for  the  -70 rk  of  education, 
which  will  monn  liglit  and  life  to  many  of  our  children  and 
youth.   In  riew  of  the  larger  «fork  that  is  before  us,  it 
would  seem  appropriate  that  we  review  some  of  the  general 
features  of  the  field  from  the  standpoint  of  education,  take 
a  good  look  at  our  task,  examine  the  resources  at  hand,  and 
find  out  where  we  can  best  begin  and  what  we  need  in  order 
to  cari^  on  the  work.  The  subject  is  so  broad  that  one  finds 
it  impossible  to  discuss  all  the  problems  within  the  limits 
of  one  short  paper.   It  will,  however,  serve  our  purpose  well 
to  deal  with  this  question  under  three  heads,  --  training  schools, 
church  schools,  and  field  propaganda. 

Training  Schools. 

Educationcl  endeavor  works  in  two  ways.   It  begins 
at  the  top  and  works  down,  and  later  it  bepins  at  the  '^  ottom 
and  works  up.  So  it  has  been  rith  Seventh -day  Adventists. 
Our  first  edxxcational  institution  was  a  college.  Years  later 
the  chiirch  school  work  developed.   It  is  the  same  in  South 
America.  The  first  schools  estrblished  were'  t-'-nining  schools. 
Today  the  urgent  cry  is  for  church  schools.  But  the  hope  for 
church  schools  is  wrapped  up  in  the  teachers  that  a-e  to  be 
prepared  in  our  training  schools.  Hence,  efficient  training 
centers  are  indispensable  to  our  educational  program. 

We  have  four  schools  alrendy  established;  others 
are  in  demand,  and  vrill  need  earnest  consideration.  Those 
we  have  are  doing  good  work  with  the  help  and  facilities  at 


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hand.  The  Lord  la  "blesalng  their  efforts.  But  they  are  un- 
fthle  to  oope  Buooeeefully  ^ith  the  problems  before  them  Tith- 
out  more  adequate  prorieion  ic  faculty  and  equipment.   Good 
directors  alone  ctinnot  make  a  school.   They  must  be  supported 
by  a  capable  body  of  department  managers  and  tef.ohors  befoi-e 
the  school  can  be  an  efficient  eduoatlonal  institution.  Good 
matrons,  jireceptr^Bsee,  preceptors,  farm  and  Industrial  man- 
agers, and  normal  directors  are  as  necessary  as  able  prin- 
cipals; and  without  them,  the  principals  are  unable  to  carry 
out  an  effeotlTe  program.   Some  encouraplng-  progress  is  being 
made  in  proriding  needed  help,  but  much  yet  remaina  to  be  done. 

These  schools  need  to  be  properly  equipped.  The 
buildings  already  constructed  are  inadequate  to  the  needs.   Now, 
quarters  ehoald  be  p-^orided.  Benches,  blackboards,  maps,  in- 
dustrial, laboratory,  and  library  facilities  are  some  things 
which  should  be  provided  along  -^ith  t  eachers  and  buildings. 

Rhurch  Schools 

The  need  of  church  schools  is  so  generally  recog- 
nl««44  and  the  decaand  is  so  urgent,  that  it  is  unnecessary  for 
us  to  dwell  on  this  point.  Already  the  demand  is  so  great  that 
we  find  ouraelrcs  embarrassed  beoriuse  of  the  calls  that  have 
come  for  teachers  which  jf«  arc  unable  as  yet  to  fill.  Their 
support  is  assured,  and  buildings  and  equipment  are  ready  or 
can  be  rea4ily  i-rovided.  The  relation  of  chutch  schools 
to  our  general  missionary  propaganda  program  was  well  pre- 
sented to  the  Panama  Congreas  in  1916  by  the  Commission  on 


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Eduofttion.  The  repcrt  Sftys: 

"If  natire  lea  ersliip  of  the  higher  type  is  to  be  de- 
Toloped,  primary  education  should  he  prorided  for  all  the 
children  of  the  ohurch.  Only  so  will  it  he  possihle  to  secure 
the  "laterial  for  further  training.   In  thfe  present  stage  of 
the  '"ork  in  most  of  the  Latin  countries,  no  oontri>)ution  froo 
abroad  is  of  gref^ter  importance  than  this." 

At  present  it  is  not  a  question  of  awakening  our 
people  to  the  needs.  It  is  not  a  question  of  providing  the 
funds  for  salary  or  equipment.  The  one  thing  that  stpnds  in 
the  way,  and  makes  progress  so  slow,  is  the  glaring  need  of 
trained  teachers.  Without  an  adequate  eupply  of  thefjc,  the 
derelopment  of  a  system  of  church  schools  is  a  dream  Impos- 
sible of  roaliration. 

To  proride  these  tepchers  we  need  ncrma-  deiartmentt 
in  onr   trainir.g  schools.  These  should  be  under  the  direction 
of  proficient  instructors.  The  young  men  and  women  who  are  in 
our  ehiirches  can  be  educated  for  this  work,  and  with  proper 
training  ^111  make  good  teachers. 

Some  steps  hare  been  taken  in  thip  direction;  but 
only  a  beginning  has  been  made.  More  adequate  provision  for 
this  training  should  be  made  at  as  early  a  date  as  possible, 
00  that  the  children  in  oui  ranks  may  be  sared  to  this  cause 
and  trained  for  Ecrrice. 

Field  Propaganda 

Teachers  make  the  school  and  place  the  mold  on  the 


R  +  r^-A. 


rfi 


—  Ki  ' 


'^V 


©T' 


^t   la  A 


-£09- 


work;  but  an  educational  institution  is  a  lonesome  plaoe  -Tith- 
oiit  students.  An  ab  indant  supply  of  students  is  an  essential 
element  in  the  success  of  all  educational  ^ork.   Our  schools 
are  the  mill,  the  supply  of  students  the  grist  from  irhich  the 
flour  of  the  youth  is  prepared  to  be  sent  out  to  feed  t^e^forld 
the  bread  of  life.  Many  workers  are  needed.  We  all  stand  'vith 
open  arms  to  reoetre  the  product,  while  only  a  few  are  deeply 
concerned  about  shoreling  in  the  grist,  "^e  need  more  educa- 
tional propaganda.  Y!e   need  to  educate  the  parents,  ^e  should 
agitate,  agitate,  agitate,  until  the  fathers  and  mothers, 
youth  and  child  en,  are  thoroughly  awake  to  the  golden  oppor- 
tunities of  childhood  and  youth  for  derelopin^  character  and 
preparing  for  service.  Much  can  be  done  during  racation  by 
the  directors  and  tonch^^rs  of  our  schools  in  visiting  the 
homes  of  the  brethren  and  gathering  in  the  you+h  for  the 
school  yoar.  But  this  is  not  enoiigh.   It  should  not  be  left 
excluslrely  to  them.  Their  efforts  are  limited  largely  to  the 
ijuramer  months.  There  is  need  of  a  continuous  all-the-year- 
round  effort.  Regular  field  'workers  can  do  much  along  this 
line.   But  we  should  not  depend  on  them  alone.   Some  one  should 
carry  this  thing  on  his  heart  to  keep  up  p  oonstfint  agitation. 
This  would  naturlilly  fall  to  the  educational  secretory.  All 
conference  workers  'vill  thufi  be  continually  prompted  to  cor- 
tribute  their  sha^'^;  parents  and  youth  will  be  constantly  con- 
fronted by  their  duties,  and  opportunities  and  the  number  of 
students  in  our  training  schools  ••'ill  increase. 


Alio 


♦.*- 


8f> 


rift    H^ 


^fcirti^f 


^-<ni'f 


J^-1 


?iOf;_;Cl 


;rif;ttn 


O.'fJ- 


f^  ■. 


81 0< 


r»  J-f  'i 


'-.trf^ 


,-  V 


-f  ,4.,>^',~f^(f■f-   r 


?.tfiftrj 


-rtflv'it 


1©  -iadmiirt   a: 


trf-rf:t     «*t;-ff«ft 


•210- 


Uuoh  oan  be  done   through  ouz  peepers.     (There 
should  be  a  oontlnual  stream  of  matter    on  the  benefite  ani 
Talue  of  eduoation,   —  short,  spicy  articles  whioh  will 
attract  the  attention  and   inspire  the   soul,   —  giving  strik- 
ing examples  of  iiow  others  auve  won  througii  sacrifice  and 

labor. 

A  continued  correspondence  should  be  carried  on 

with  parents  and  youth,   that  we  may  keep    in  personal  contact 
and   sympatlietic  relation  with  the  fumilies  and  thus  influence 
their   ideals.     Some  tracts  or   leaflets  siiould  be  prepared 
for  general  distribution,     ^he   .ritings  of  the  spirit  of 
prophecy  on  Christian  education  should  be  kept   before  the 
whole  church,   that  all  laay  be  enlisted  in  this   soul-building 
work. 

The  future   is  bright  with  hope.     The  response  of 
our  people   Is  encouiagir^.     The   arrival  of  recruits  is  in- 
spiring;  and  under  the  blest>lng   of  &od,  the  educational  work 
is  destined  to  play  an  important  xole  in  carrying  "Uie  message 
to  all  the  world   in  this  generation. 

0.     iiurope. 

The  first   ijeventh  Day  Advent  is  t  mistiionary  ever   sent 
from  the  United  iitates  located  at  Glan,   owitaerland,   in  the 
year   1874.     Before  the    Gretit  War   a  jflouriahing  system  of  schools 
was  being  maintained   in  the  British   Isl^jif  and  ixll  the    northern 
countries  of  the   Continent,  with    the   possible  exception   of 
Kussia.     iiarly  in  the  war   the   largest  school  at  yriodensau. 


-1 


site 


-0. 


n 


ivs    »iji^  ai.    '^xi'tUu.      cAxab' 


-211- 


Germany,  whloh  wua  a  large  trrining  center   for    the  young 
people  of  tiu.t   great  empire,  was  turned  into   a  hospital  for 
thd  oar  a  of   aiok  and  vtfounded  soldiers.      Thus  in  u  day 
oeaaed  the  work  of  a  great  trttiniug   aohool  of  over  two  hundred 
utudents,     jiow  that  the  war   is   oyer  and   the   buildings  are  no 
longer   needed  for    hoapital  purposes,   the   acnool  will  Toe  re- 
established,    A  few  r.tudents  ero  already  fathering  in  and 
In  time   the  school  will  doubtlesij  sinrpass  \tfiat  it  was  before 
the  war* 

▲a  in  American  schools,  thorough  courses  of  instruc- 
tion were  given   in  both   literary  and  industrial  lines*     WfBiM 
and  religious  training,   also,  were  emphasized.      :rhe   reorgan- 
ization will  be  along  the   same  lines,   though  doubtless  in  a 
larger  soale  .     lieoent  reports  of  this   school  are  not  available 
Just  at  preuent* 

fiecent   action  hau   Just   been  taken  to   establish  a  new 
training   school  in  £*rance.     This  jnas  been  needed  for    some    tine. 
In  the   Llediterranean  countries  the    seventh  X)ay  Adventist  con- 
stituency is  relatively  small*     A  few  schools    are   located  in 
those  countries  but  no  report  of  them  can  be  given*     A  train- 
ing school  for    bwediah  young  people  is  located  at  llyhyttan, 
Jarnboas,   Sweden.     A  very  recent  action  of  the   General  confer- 
ence Committee  has  made  provision   for  the   establishment  of  a 
new  training  school  for   Jilorway.      The   awedish  school  has  hereto- 
fore been  the  training  center   for   liorway  as  well  as  fox  iSweden* 


rdi 


bt 


on  at 

atcfi-ft 


(fioscqiiXi  J. 


ZLhf  1 


:t  ©laoocr 
t)  mo  «ii.' 


OilOJt 


9.  ra    tOfi    01«    lOw 


r  lo  a^ioqc 


.  aali-    amoa    xol  ftefi»5«n  nce;f  ff.- 
>oX   e  1 .  3  »•!  A 


a   (U. 

.■:2T^n 

©•l»w 

.,JVi;d- 

Ta?5 

T.^J- 

•  v^uaut/ 

i 

Uii;, 

;)R 

iXUJ  J.-. 


ifj  ©b.irf  -'M  <»f..         .  oO  «»oce 


;9»(t    •{Dl 


-212- 


Very  little  work  in  eluiaDnt<iry   ^ohool  work  liaa  beon  undertaken 
in  any  of  the  iiuropean  countrios.     After  the  roor  gunizati  on 
at  present  being  r»,de,  t.nd  with  at  least  partial  peace  condi- 
tions prevailing,  this  work  will  be  given   attention, 

J£ngland  has  one  college  and    two  church    aulioole,   the 
second  one  hj^ving-  beon  recently  eateblialMd   in  Plymouth,     Jhe 
titanborough  College  is  situated  in  the  Stjmborough  park  and 
Klngswood  instates,   on  ^t,  Albans  Hoad,   one  and  one-half  miles 
north  of  Watford  Junction  atatitm.     The  College  building  was 
erected  especially  for    Its  present  purpose.      It  is  heated 
throughout  by  steam,  and  lighted  by  electricity.      It  occupies 
a  delightful,    quiet,  e  nfl  healthy  situ&.tion  and  he  a  a  aouth- 
•a  t  aspect,   coi.ynandi ng  beautiful  views. 

Applicants  for  admission  must   present  a  letter    of 
recommendation  from  the   church  of  which  the  applioarrt  Is  a  mem* 
ber,   or   from  a  minister  of  the  Gospel,   endcorsod  by  the    confer- 
ence President,     Shose  wno  apply  cjiOuld  be  at  least  fourteen 
years  of  age  and   in  sound  health. 

Candidates  for   admission  who  do  not   present  certi- 

ficates  showing  that  they   have  passed  oome   recognised  public 

examin??tion  will  be  questioned  in  the   following  subjects: 

iSnglish  Orfmmar  Geography 

Arithmetic  iinglish  History 

The  Life  of  Christ 

(This  entrance  teat   is  given  for    purposes  of  olassi- 

flcatlon  only,  ?.nd  does  not  ttebar  anyone. 


lit 


Jl- 


"jtiiit^  ■>   a 


b 


Iff    ftrrAfanK 


aJaid 


a&uo 


£inooi»> 


otirr 


Ol>    OiiXT   XS&  i 


^1     , ..    ...?■'     QQ  Ji.  J 


tar  ftoy 


-213- 


Th9  Conpo3ltion  ?ee  for   Bo&rd,  Room»  and   TultlQQ 
in  the  College  and  Senior   Dopartoents  Is  twenty  guineas 
(i21  0  0)  per  term  for  the  Autumn  and  V?int«r   teroB,   and 
fifteen  guineas   (B15  15  0}   for   the   aurmner  term.     The  Uomposl' 
tion  Fee  for  the   Junior  Department  18   eighteen  guineas   iilQ 
18  0)   per  term  for   the  Autumn  and  Winter   terms,  and  tx.irteen 
and  one-half  gulne&s   (£14   3  6}    for  the   amoDBr  term,     benior 
students,  uoie  than  half  of  whose   studies  fall  within  the 
Junior   Department,   may  claim  a  rel)ate  of  one   guinea  {h  1 
1  0}   per  torn  from  the   Senior    fee. 

These  Fees  include  full  board,  double  or    single 
bed  in  furnished  room,  plain  washing  (limited  to  sixteen 
pieces  per  week),    light,   mated  study  room. 

?or    students  not  residing  in  the  College  Homt ,   the 
Composition  Fee  for    Tuition  only  is  sevon  guineas   (£7  7  0) 
per   term  for    the  Autumn  and  Winter   terms  and  five   guineas 
(^5  5  0)    for   the  bummer  term  (oenior   Department).     ;ienior 
students  tnkiDi'   studies  in  the    Junior    Department  may  claim 
a  rebate  of  ono   guinea  (jil  1  0)    per   term  for  each   clast.   per 
week,  with  a  half  a  guinea  (10/6)   discount   for    each  class 
after  the  first  two.      In  the    Junior    Department    such  student  a 
will  pay  half  a  guinea  (10/6)   per   term  for   each  class  per 
week,  with  half  a  guinea  (10/6)   discount   for  oaoh  two 
classes  after    the  first  two. 


ftf 


(0  0  l&i) 


:  ^r  ■   I  r-r.      ."V  ti  A 


f^rt 


c  . 


f  iK-a   ,  ia  an 


,  1  ti 


.»    :•'         XO    tX 


fit   b^d 


!  "\f  r.  t»  ^u       '1  fr' .  r'       C*  q,  fl  A  T  .■▼ 


oi  lie. 


'    .t  i J  n  M  'f      -1 


vtWv    ui^.<iti    x«. 


.OTiJ"  J.vti'i:   oiJ 


-iJ14- 


^itudentB  romalning  in  the  College  duilz]g   the  zegu- 
l&r  holidays  v;lll  te  ohaxged  fox  bo&rd  rhA.  zoom  at  the    rate 
pf  18/-  pox  v/eek# 

LitudentB   will  be  ohaxgod  for   any  extxa  expenses  in- 
ourred  by   thoix   illnesu  while    in  College. 

All  fees  lauBt  be  pcxid  in  advunoe  save  in  oaseu  whez  e 
the  student   has  sEide  special  axzangecieuts  to   eaxn  pazt  of  liis 
expenses  by  v/oxk.     Tuition  fees  aze  in  no  oaae  xetuxnuble. 
Students  who  leave  during  the   term  for  any  reason   judged  good 
and   auffioient  by  the   prinoipal  \Yill  be  charged  18/-  poz  week 

for   suoh  time  as  tliey  have  been  in  College,  together    with  the 
terminal  fee   for    tuition.     Any   auzplua  tii   t  may  htve  been  p4id 
over  end   above  this  will  be  retuznable. 

Ill  Bti;6ents  must  roslde  in  the   College  unless  their 
homes  are   in  Watfozd. 

Isiaoh  resident   utudeiii   must   bring,    in  addition  to   hie 
personal  outfit,  three  sheets,  txiree  towels,  three  serviettes, 
thz  ee  pillowslips,   one     pair   of  house  slippez  s,   one  laundry  bag^ 
j^very  Itea  of  his  personal  effects  should  be  properly  marked 
with   tiie  name. of  the  owner* 

On  no  account  uay  a  student  begin  or  drop  any  class 
without   permiaaion  fraoi  the   Prinoipal, 

otudents  will  be  ciet  at  the   station  if  notice  of  their 
coming  lo  ^iven  beforehund. 

}io  student   laay  receive  private  lessons   ox   engage  in 
private  teaching  except  by  pormisaion   of  the  Principal.     All     • 
students  aze  expected  to  oiaintain  a  proper  degree  of  zoBezre 
towards  thoBe  of  the  opposite   sex.     Unzestzioted  association 


»«u- 


oeitL'o 


oij     t>t: 


■  '.)  A-W  .1  1 


•  oXiJ<^;>i 


XXxe 


.i./ivii.OiiiX"u.    iiiiJ  ^;iwXX  iicii.i.'Xtixt<i    JiiUiu  TflT 


to  ft  tl  a- 


at    o'i ■■•'..■-    TO    aj 


»7 -I  0.i;ii»»J 


-215- 


Of  the   saxes  will  not  be  permitted.     7he   College  Is  a  pl£.oe 
for   hard  work,  eiad  those  who  v/ill  permit  their  minds  to  be 
distracted  from  study  by  love  affairs  will  do  well  to   remain 
away,     ilotjiing  in  the  nature  of  courtBhip  oan  be  allowed,    at 
least  until  both  parties  i^xe  in  their   final  year  and  hare 
mede   satisfactory  records  in  p  regress  and  conduct. 

Breakages  or   Injuries  done  to   property  belonging 
to  the  College  by  any  of  the  students  must  be  paid  for. 

Students  must  not  leave  school  during  tne  term, 
especially  noer  its  close,  except  for   reasons  adjudged  valid 
by  the   Board  Of  Instructors. 

Whenever   in  the   judgment   of  the  Board  of  Instruc- 
tors the  e.ttendance  of  a  student    1  s  no  longer    profitable 
to  himself  or  is  detrimental  to  the  welfare  of  the    school, 
he  will  be  dismissed. 

titud  ents  who  do    justice   to  their   studies  will  have 
very  little   spare   time,    hence  tnoy  are  not  encouraged  to 
invito  frl«nd3   or   relatives  to  visit  them,  as  such  visits 
Invariably  disturb  their  work.     When  a  visit   seeus  necessary 
or  desirable,   the  College  is  always   glad  to   entertain  its 
frionds,  but    the  regular   fee  are   so   low  that   a  nominal 
charge   of  z/-  per  day  will  be  mtJde  to   fiOet  the  actual   expejose, 
this   amount  being  charged  to   the  account   of  the   student  re- 
ceiving tlie  visit. 

otudents  may  not    invite  visitors  to  come  to  the 
College  without    first  Obtaining  the  p '^mission   of  the  preceptress^ 


-<U'.- 


.•M  r 


•  ? 


aJr  • 


10  Pc^fof.Torrfl 


U  :rit>-^r^e 


-Oiitter 


•ioo 


-216- 


IThe  jileiaentary  i)opartiiient   la  conduoted   by  th« 
College  aa  a  dayschool  for  children  bet\.een  the  ages  of 
five  and  thirteen  living  in  the  vicinity.     Modern,   aympa- 
thetio  uethods  of  teaching  are  used,  &nd  each  pupil  receives 
individual  attention.     Bible   instruction,   historical  and 
doctrinal,  is  given  in  all  standards,  together  with  a   study 
of  elementary  missionary  niatory  and  raethods   of  miaulouary 
work,     iiegular  religious  exercises  are  conducted,   and  an 
effort  Is  rnede  to   use  Christian  niethoda  and  cultivate  a 
Christian  spirit   in  all  the  work  of  the  department*     Special 
children's   services  are  held,  in  which  the  children  are  en- 
couraged to  participate  in  voluntary  devotional  exercises. 
Kindergarten  methods  are   l/.rgely  employed   in  th» 
infants'  depertraent .      In  the    oigher  standards  claBses     in 
French,   Latin,   Mathematic,  xilementnry  iicienoe,    ani    Hygiene 
are  conducted  in  addition  to  thorough  work  in   the  common 
branches.      If  the  parents  ao  desire,  children  will  be  pre- 
pared for    t}:ie   Preliminary  i:;xamlnation  of  the  Cambridge 
UnivexGlty. 

JUUIOH  LiilPJLiiSMx^?. 
Th6  Junior  Department   la  open  to   boys  and  girls 
not   less  than  fourteen  :/eara  old  whose  p&rents  desire  to 
give  them  the  advantages  of  a  thorough  elementary  education 
combined  with  religious  instruction  and  careful  home  train- 
ing.    Accurate,  painstaking  work  is  xeuuired  in  all  branches. 


-^xs- 


:!\A  ...  v., .,^: ;.-('.  >  r.  'r"/^!.'^- 


.a^ij  I. 


^&: 


lla  fxl   nov 


-tocB 


Xtuu 


.a 


•>   »Vt 


,e  !■    » 


iio  at 


•ai>. 


.r  ai 


t^  « 


lotle 


as   a*£io- 


t? 


,  •:'  .'  i»ii 


•  'i' 


-  tV» 


'?   feSflirfmno 


-217- 


Monthly  wxitton  touts  are  givtm,  and  a  detailed  monthly  report 
of  the   progzess  nod   conduct  of  e&ch  student  is  sent  to  the 
parent  or   guardian.     '2he  programme  of  Junior  ClaBues  is  given 
on  pages  17  and  18.     All  full-time  Junior  Btudents  ere  required 
to  attend  the   entires  programme   of  clasBes  unless  excused  for 
epeolal  ro&sou8  by  the  HeadmaBter  of  the  Department. 

titudents  less  than  eighteen  years  of  age  on  enter- 
ing the  College  id.  11  be  placed  in  the   Junior  Department   and 
under  its  rules  unless  th^   can  pass  examinations  ox  shoiir  oer- 
tifioates  entitling  them  to   enter  the  ;:ieniQr   Department  at 
once. 

'2lie  following  special   rules,    in  addition  to  the  gen- 
eral regulations  given  on  page  30  apply  to  the    Junior  Depart- 
liient  ;— 

1.  Junior  students  are  reiuired  to  stu^   under   super- 
Tlsion  in  common  study-rooms  unless  special  permission   to    the 
contrary  is  given. 

2.  Between  the    houz s  6-12  a.m.  and  2.S0-5.45  p.m. 
JuBioz  students  must  be  either    in  class  or   otudy-room.     They 
are  free  for   reori^ation  after   dinner  uiitil  3.30  p.m.,   und 
during  the  aiiinmer  raontha  one  hour's  play   in  the  evening  from 
7-8  is  allowed.      Grounds  for   Football,   Tennis,   Hockey,   CrioiJBt, 
Basket  Ball,   Gayioautios,  etc.,  are  provided. 

3.  Junior  students  must   spend  at  least   one  hour  eaoh 
erening  in  private  study. 

4.  Junior  students  may  not  leave  the   college  Gzounds 


*  k;  h 


-TTh- 


.ft«X 


-  IBO    Tft 


Ball 


,  r  fv;  a 


v   ii-'tci 


•jS»    OIT 


jOt-)tt  ojaoo  at  nolelv 


^lfti)         .i     c  fXPu 


Bd  t&I 


8i  6-v 


0    s--,S»ix' 


f9 


-2]8- 


8aT«  by  permission  in  er.oh   inat^ince  from  the  Preoej,tor, 
Pzeoaptress,  or  ABsistant    in  charge.     Junior   glrla  may  not 
leave  the   grounds  ejccept  in  the  company  of  older   girlB    aa 
arranged  by  the  Preueptress. 

5.  Junior   students  must  retire   at  9   o'clock  in  Winter, 
and  at  9.30  when  3tuamer-time  is  in  operation. 

6.  lI.onthly  conduct -marks  will  be  given  to  Junior 
students,  and  Included  in  the  zegultar    ;:tandingB  a&at  to 
parents  or  puardians.  '■'-**' 

7.  Junior   students  whose  oonduct  has  boen  satisfac- 
tory may,  at  the  discretion  of  the  Headmaster  of  the   Depart- 
ment, be  promoted  to   tJie   oonior  Department  as  soon  as  thc^ 
reaoh  the  required  scholastic  standard.     In  the  ordinary 
way  Jimior   students  will  be  transferred  to  the    senior  De- 
partment at  the    :jeptember   Opening  of  College  follojiing  their 
eighteenth  birthday. 

The  ijeixior  Course  is  provided  for  tnose  Tfco  wish 
to  propare  for    the  higher  ooursec  of  t}ie  college,   or   for 
the  Senior   or  Matriculation  lixHminations  of  British  uni- 
versities.    (The  program  of  Jonior   Classes  is  given,     benior 
students  aru    strongly  advised  to  take   the  whole  course  as 
outlined,  but   may,   if  they  desire,    take  one  language  only 
in  addition  to    .linglish,   and  may  ohoone  either  Mathematics, 
or  any  two  or  the   following  sciences s     Bottmy,   Chemistry, 
Physics,  Uecimnios,    >;oology.     btudents  preparing  to   sit  for 


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-219- 


Public  i:lX8siln&tlon8  nay  take   only  th«  eubjuots  required 
far   the  exaraiiiation  in  liueution,  but   no  student   \vill  be 
granted  the   Piploioa  oX  the  Ministozl&l  or  '^ouohexa*  Cooraea^^ 
of  the  College  witliout  having  oonpleteU  ut  leuat  the  minlmua 
donior  Couxue* 

Higher  ifoxm 

8-^8:40        :lfath4lV        :MBth.    IV   :Hath.   IV 
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:or   GreeklI:or   Greokllxir  Gseok  II:Qr  6nokIl:Qr    Greek  II 
:  :  t  :  : 

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A  farm  of  over  two  bundled  aores  ie   operated  by  the 
College  giving  students  the  opportunity  of  training  in  Dairy, 
Poultry,   otook-raisiug,  i^'rult,  and   General  Farming.      In  the 
Manual  Training  Clashes  inetruotion  and  praotioe  are  given 
in  Carpentry,    uabi  net-making.  Boot -repairing.  Metal-work, 
and  other  praotioal  branohes. 

Working  in  friendly  cooperation  with  the  College 
are  the   litanborough  fress,   the  ;;>tahborough  Park  Sanltaritua, 
and  tlie  food   factory  of  tlie    International  Health  Association. 
These   institutions  offer  industrial  training  and  part-tint 
employment  to  students  who  are  compelled  to  earn  past  of 
their   expenses,   and  a  large  proportion  of  the   College  students 
avail  themselves  of  these  opportunities*     ^students  thus  work- 
ing their   way  in  pert  tljou^  College  must   plan  to  take   fore- 
noon or  aftornoon  programmes  of  cl&Bses,    so  that   they  c^n  work 
whole  afternoons  or  whole  forenoons  in  the  industrial  de- 
partments,    Thay  will  not  be  able  to  leave  tneir   work  for 
single  classes  during  half-day  periods.     As  the    openings  foif'* 
studenta  to   earn  fart  of  their  expenHes  In  this  way  are   limited, 
special  arrungeraonts  mmst  be  raede  in  each  case  by  applica- 
tion to  the  Principal, 


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CUUBCH  SCHOOL  2^.CHi£H^*  COOK^iji. 

SHKOHY  AJGD  ^HlCSiCii:  Q^   Zi^UiiHie.     1  general  th«o- 
xetioal  and  praotloal  course  of  leotuxes  extending  over 
two  years,   based  on  the  tests  of  Saymond,   Wei  ton, 
McDonald,   etc.      In  addition  to  this  course,   attention  is 
given  to   the    special  aims  of  church-schools,  the   instruc- 
tions of  the  Spirit   of  Prophecy  with  regard  to   education, 
and  the  methods  best  calculated  to  cultivate  a  spirit  of 
aelf-^aorifioe  and   devotion  to   high  ideals  in  the  mixids 
of  the   pupils* 

i^dYCHOLOGY  AJSD  LOGIC.      The  general  courae  of  the 
Senior   Diviaion  is  first  taken,   followed  by  special   edu- 
cational psychology  based  on  James'    "i^dijeutioaal  Psychology*'* 

Ai}yAJiCJ£l}  Ti^CHlfiRa*   COli»bi^. 
?or  those  who  wish  to  become   secondary  tenohers, 
special  advanced  coursos  are  provided,  leading,  in  certain 
subjects,   to   the  degree  .exami  nations  of  the   university   of 
London* 

LKjIHAHY  COUHoK*    (Preparatory  to   B.A.   degree.)      students 
in  this  course  may  choose  either    Ancient   Languages,  Modern 
Languages,  History  or   philosophy  (including  Psychology,   Logic, 
Sthlcs,  Pedagogy),     All  literary   students  must  taloe   iinglish, 
together  with  Latin  03^   Greek,  and  Homun  or    Greek  History* 


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3CIiiii£.'I?IC  COUxluiJ.    (^Preparatory  to  a  B.3.O.   d«gr««.) 
i:itiidentQ  in  this  oourse  may  choose  any  group  of  tlire* 
sciences,  inoludiag  Aiatiieiaatios,   and  are  re((Uired  to  offer 
French  and  Gormun.     C^he   following   BoiimoeB  are  offered  by 
the  College:   OhemiBtzy,   Physios,  Blologj^,   pure  and  Applied 
]|atheii£,tio8,  Astronoioy,  Pitychology. 

After    completing  t'ae   College  senior   or   Ministerial 
Oouxse,   three  years  will  he  required  to  take  the  Advanced 
Teacher  s '   Cour  se • 

(Two   items  cjncerniQg   student  regulations  in  the 
dormitories  of  this   school  are  of  especial  ln^ure^   to 
Anerican  studants.     i'hey  are:      "i>tudents  aro  not   allowed 
in  their  priTate  rooms  between  the   hours  of  8.46  aad    11.30  in 
the  Qoming,  when  the   bedrooms  are  open  for    inspection  by 
the  majKgQrs.     During  tixis  time  all  students  are  expected 
to  be  either   in  their    olasses  or  in  the  College  ciBpel." 

"Kie  Kingswood   Girls*   Dornltoiy  and  the   field   and 
woodlands  surrounding  it,   bounded  by  aheepcote  Lane,    bheep- 
oote  Plantation,   the  Jitanboxough  Park  houndery,  end  the 
public   foot-paths  crossing  Kingswood  Estate ,   are  out  of 
bounds  for    all  male  students  of  the    College,   who  must    not 
enter   this  area  except  on  duty  assigned  by  tne  responsible 
officials  of   the   College.     Male    students  wishing  to    call  on 
girls  residing  at  Kingswood   uay  apply  to  the  Preceptor   for 
peraission  to   go   to   the   Girls'   Uome   stating  tneir    re&soa 


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in  eaoh  oaae.     If  permission  is  granted,  the   student  may 
present  himself  at  the   front-ontranoe  of  the    Gixlfl*  Home, 
and  ask  the  Matron's  permisaion  to  laike  the  proposed  call, 
which  may  be  granted  or   refuBed  at  her  diaoretlon.     Mule 
students  muet   not  enter  KlngBW)od  Home  t.^rough  any  save  the 
front  entrance,   nor  cull  for   any  innate  save  by  pearmission 
of  the  Preceptress  or   her  deputy.     Regular  otdling  will  not 
be  permitted,    nor  Ofin  any  general  peraisnibn  be  granted  to 
nale  studentu  to  go  to   Kingswood." 

4^     Asia 
From  the  first,   educational  work  has  been  given  a 
prominent  place  in  ;ieventh  Day  Adventist  missionary  activit- 
ies in  Asia,     In  nearly  every  important  language  area  where 
missionaries  are    stationed,  the  children  tmd  youtn  of  special 
promise  hrive  been  gathered   into    denominational  schools.      Chis 
has  not  been  hard  to   do.     IThe  Chinese  are  eager  to  learn, 
especially  from  We^^tern  toachers.     This  of  course  was  :ot 
true  before   1905.     Thus  far   these  schools  have  not  been  mad* 
self-supporting,  although  some  revenues  ere  realised.     There 
are  at  present    (1920)    five  training  schools,  witn  an  enrol- 
ment of  approximately  £00  students  taking:  work  above  tiie 
seventh  grade;  six  intermediate   schools  v,ith  fully  500 
students;  and  eighty-three  church  schools  wlti^:  an  enrollment 
of  2,S06.     In  all,   nearly  8,000  students  are   in  regular 
attendance,  and  tnese  are  served  by  26  foreign  (American) 
and  15S  n&tive  teachers.     A  few  denominational  text-books 


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In  the  Ternaoule.rB  have  bean  printed  or  miiaoographed,   but 
much  rouEilns   to  be  done  along  this   line  before  we  shall 
hare  fulfilled  our  duty  to  the  .vouth.     This  work  on  the 
text  booka  Is  being  pushed  forward.     At  present  MoElbben'a 
Bible  Lessone  Berles  is  being  translated   Into  Japanese. 

The    gxeetest  numbers  of  these    schools  are  found, 
as  would  be  e^q^ected  in  China,   Japan,   Chosen  (Korea), 
India,   and   the  Philippine   Islands,     The  Union  Conferences 
In  this  greet  flold  and  many  of  the  stronger    local  confer- 
ences hp.ve  an  educational  secretjory  or  superinteMent  in 
charge  of  the  work,    a  number  being  nntlTes  who  have  taken 
work  in  the  denominational  training    scnools.     They  may  /hv* 
been  public  school  teachers  tnd  received  gjvttrxunant  train- 
ing before  becoming  Seventh  Bay  Adventif^ts. 

In  order    tiat  the   work  of  a  training  school  in  the 
Orient  may  be  butter  understood,    a  number  of  items  arc 
presented  from  the   1919-1920  Calender  of  the  ;o}ianghal 
Missionary  College  of  Jevonth-day  Advontlats: 

"In  order  that   otur  iingllsh^ape&king  patrons  an& 
others  iflty  have  information  concerning  the  school  end   its 
work.   It   has  been  decided  to  auppleioent  the   Chinese  calendar 
with  the    following  brief  Items  and  fects  in  iinglish: 


eri.t  fto  it  or  urn's 


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BOAHS  Of  l>IlM2SURd 

!•  H*  iSvans,  Chairman.   Jf.  U.   PeVlnney,   9.  ▲•  Allum, 
0.  ▲•  Hall,  H.  M,  Blunden,   U.   C.  Warren,   B«   Petersen, 
S.  a.  Habok,  E.  7.  Cottrell,  U.  W.  Barrows,  c.  0.   Crlsler  , 
Sn  L.  ?ro3t,   atoretcrry. 

JPACULTY 
S.L.  yroBt,  Principal.  JR.  J.   Cottrell,    George  Harlow, 
U«   G«   longer,  B.    J.  Brines,  Mrs.  H«    J*  Brines,  Mrs.   George 
Harlow,  l,ir8.   a,  L.   JTrost,  Wu  Muh  si,   ale  bui  An,  Ua  Djung 
Yang,   Gheag  bl  Wah,  Han  Mi  Li  An,   foreign  and  Chinese 
preoeptresBOs  and  Xvn  additional  Chinese  tei^ohoxa  to  be 
supplied. 

JUHOOL  Yj^LH 
Examination  and   clL.S3ifioation  of   students,   September 
29  and    30,   1919;  Clasaos  formed  Wednesday,   Ootobex    1; 
First  semester  closes   January   31,    19£0;   uecond  sonester 
opens  February  1,   1920;  Commenoemont    sermon  and  exeroises 
May  Z9,    and  30,    1920;   ;jChool  closes  Jay  bl,    1920. 

Hij^IAL  LiiiCCUUiiHa 
I.   H.   jivans,   if.  H.   Be  Vinney,   Dr.  A.   C.   lielmon,   J>*. 
A.   Alluffl,    0.   A.   Hall,   C.   C.    Crisler,   ])r.   C.   C.   Landis, 
L.  A.  Jfroom,  G.  Ji.   weAka.     2?hi8   Hat  vill  be  supple  merited        ^ 
by  otlier  visitors  to  ;ihanghal,  and  by  those  pausing  throu^ 
en  route  to   other  fields. 


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LOCATION  AUD   PBjSSJSfiT  5TATU3 

Sh«  address  of  the  school  is  17  liinglnio  Hoed,    Shanghai, 
China.     The   moe   of  the  school  is  The  alianghai  UissiOQary 
College  of  beTttithoday  AdveEitists.      It  wau  foinierly  knoirn  ae 
the  China  Missiims  Trainii^   School.     It  ie  the  training  sohool 
for   I3eventh-day  Adventist  youth  for   all  China.     It  carried 
work  froi.  the  first  to  tlm   fourteenth  grade  inclualve,  and   has 
sereral  short  courses  of  study  arranged  with  the  aim  of  meet- 
ing the    needs  of  the  field    for   trained  evungoliota,   teeohers, 
Bible  woricBis,  office  and  other  nelpera.      Its  aia  is  to  prepare 
Chinese  workers  to   proclaim  the   story   of   God's  p]an  for   the 
salvation  of  man  and  to   herald  the  riiessage  of  the  soon  return 
of  the   Uaster  • 

M'iUAaQK  ABlUiiiQimiiUTii 

Students  should   plan  to  be  present   from  the    0]:ening  date, 
September   29,   1919.      ^Super  intend  en  ts  bnd    directors  of  mlBulo&B 
should  see  that  their   students  i^ice  ocmplete  axrangei:>ont  s  with 
them  before   coming,     i^very  student   should  have  some  one  knom 
to  him  to  be  his  guarantor.     An  agreeuient    should   be  ii£:de  and 
signed  by  the  student,  and  the  student   should  then  be  given  a 
proper   testimonial  from  the   superintendent  oi    director   of 
his  field   w^iich  he  ujay  present  to  tlie    i^^iageice  nt    of  ths    school. 
The  school  ...anageuent   should   liave  all  necess^iry  infer uati on 
Gonoeining  students,    including  the  financial  axiangeEentB 
entered  into  between  iaisBlon  and  student,   so  that  the  fullest 
cooperation  EB.y  be  asaiired* 


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An  eutiaaoe  fee  of  |1«00  cash  is  required  of  each 
dormitory  strident   upon  arriral  at  the  BoLool,     ^hle   is  held 
until  tlie  cloae  of  the   year  as  a  guarantee  tliat  room  and 
furniture  will  be     left  in  good   condition  upon  t^ie  depart- 
ure  of  the   stiident. 

Tuition  par   month,  grades  1-4,   60  oenta;   gradea  5-7, 
♦l.OO;   grades  8-11,   $1.50;  grades  12-14,  $iJ.OO.     Organ 
lesBons  per  month,    75  centn.      ijnfrlish  per  month  |il.OO« 
Laboratory  fees  in  Advanced  physiology.   Physics,  end 
Chemistry,   $2,00  per   year. 

Room  rent;     7wo  students  in  room,   75  cents  ^  er  month, 
three  or  more   in  room  60,  cents  per   month. 

Board  on  zluropean  plan.     Probably  average  about  ^4.00 
per  month. 

Books:     Probably  about  i^8«00  per  year,  for  advanced 
student  8  • 

.  .Uork :     J^a.(ih  student,    in   addition  to  fees,   is  required 
to  work  one  hour  a  day,    or   six  hours  a  veek,  without  re- 
muneration.    A  oharge  of  30  oentis  per   raonthi   is  liZidt  against 
the  personal  account  of  the   atudent  to  cover  this  amounrt-   by 
labor.     Wnen  the  i^^bor  iias  been  vouched  for   by  the  one    in 
charge,  the  account  will  be  credited  this  omount.     This  is 
not    a  Ui:iarge  agiiln&t  t];e   mission.     However,  it  is  iioped  that 
each  mission  will  lend  its  moral  support  to  the  carryii^  out 
of  this  plan. 


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An  amount  sufficient  to  oorer  tuition,  Tsoard  and  gen- 
eral expense  for  the  half  year  (semester) .  will  be  required 
of  eaoh  student  at  the  beginning  of  each  term.  At  the  close 
of  the  year,  or  upon  the  departure  of  the  student,  should 
there  be  a  balance  remaining  from  board  and  general  expense 
money,  it  will  be  returned,  Uo  return  will  be  made  of  tui- 
tion fees.  This  amount  to  be  paid  in  adranoe  is,  approxi- 
mately, $30.00  for  each  student.  7or  those  taking  English, 
organ,  or  other  special  work  for  which  an  additional  charge 
l8  aade,  the  charge  vrill  be  somewhat  abore  this  figure. 

TH3  SCHOLARSHIP  PLA5 

The  amount  of  literature  to  be  sold  by  the  f^tudent  in 
order  to  gain  a  scholarship  will  depend  upon  the  work  that 
the  student  is  to  take.  For  grades  8-11,  English  and  music 
included,  the  total  retail  value  of  literature  to  be  sold 
and  money  passed  in  to  the  mission  is  $160.00.  For  lower 
grades  the  amount  is  slightly  less  than  this.  These  figures 
corar  the  main  items  of  expense  but  do  not  include  medical 
attention,  donations,  etc.  Other  sundry  small  expenses 
incidental  to  student  life  must  be  met  by  the  student. 

GEJHERAL  COURSE  OP  STUDY 

The  first  seren  grades  are  outlined  in  Chinese,  and 
are  ^ot  included  here. 

Middle  School  Course:  Grades  8,  Year  1.  Hew  Testa- 
ment; Arithmetic;  VJenli,  Physiology;  Romanization,  one-half 
year;  Denominational  History,  one-half  year;  Drills. 


fisdr.   t*>rl 


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Grade  9,  Year  S.  Old  Testament;  Algebra;  Wenli; 
General  Science,  one-half  year;  Bookkeeping,  one-half 
year;  English  (optional);  DrlllB, 

Grade  10,  Year  3.  Acts,  Epistles  and  Church  Organ- 
ization; Wenli;  Botany,  one-half  year:  Zoology,  one-half 
year;  Chinese  History;  English  (optional);  D^-ille. 
^^''      Grade  11,  Year  4.  Daniel  and  Rerelation;  General 
History;  Wenli;  Physios;  English  (optional);  (Special 
Mandarin,  if  needed);  Drills. 

College  Com»se:   Grade  12,  Year  !•  Ancestry  of  Bible 
and  Adranoed  Bible  Doctrines;  Wenli;  Adranced  Physiology; 
Geometry;  English  (optional);  (Special  Mandarin,  if  needed); 
Drills. 

Grade  13,  Year  2.  Pastoral  Training  and  Testimonies; 
Church  History  and  History  of  Missions;  History  of  Education; 
Christian  Education,  t-^o-thirds  year;  Astronomy,  one-third 
year;  Wenli;  English  (optional)  ;  D^^ills. 

Grade  14,  Year  3.  Major  and  Minor  Prophets;  Wenli; 
Chemistry;  Mc  dieral  and  Modem  History  (eleotire) ;  Solid 
Geometry,  one-half  year;  Trigonometry,  one-half  year  (eleo- 
tire); English  (optional);  Drills. 

Hote.  Students  graduating  from  the  Middle  School  Course, 
and  not: intending  to  return  for  College  ^ork,  should  take 
Bible  twelfth  r^ear  Instead  of  Bible  tenth  year,  and  mjty  sub- 
stitute Pastoral  Training  and  Testimonies,  or  History  of 


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Bducation  two-thirda  year.  Astronomy  one-third  year,,  for 
Physics. 

flOHMAL  COUPJSE  (BLEMEBTAHY) 
/     Prerequisite,  nine  grades. 

Grade  10,  Year  1.  Daniel  and  Rerelation;  Psychology 
and  Pedagogy;  Methods  I,  Ohserration  and  Practice  Teach- 
ing; Wenli;  Denominational  History,  one-half  year;  Music 
and  other  drills  required. 

Grade  11,  year  S.  Ancestry  of  Bible  and  Bible  Doc- 
trines; History  df  Education,  Christian  Education;  Methods 
2,  Ob  serration  and  Practice  Teaching;  T/enli;  Adranoed 
Physiology;  Music  and  other  drills  required. 

HORHAL  COUHSE  (ADVANCED) 
Prerequisite,  elementary  course  abore. 
Grade  12,  Year  1.  Pastoral  Training  and  Testimonies; 
Physios;  Church  Hi^story  ^;id  .Riatory  of  Missions;  Methods  3, 
Obserration  and  Practice  Teaching;  Wenli;  Music  and  other 
drills  required. 

BUSIHESS  COURSE 
Prerequisitet  nine  grades. 
-,.;  Grade  10,  Year  1.  Daniel  and  Rerelation;  Special  Arith- 
me'|io;  Chinese  History;  Bookkeeping;  Christian  Business  Prin- 
ciples; and  Drills  as  Penmanship,  Roraanization,  and  as  needed 
required.     5w?»n^ 

J  Grade  11,  Year  S.  Ancestry  of  Bible  and  Adranoed  Bible 
^ootrines;  Rapid  Calculation;  Bookkeeping  an*  Office  Practice; 


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-231 - 


Cormercial  Geography,  one-hnlf  year;  Commercial  Law,  one- 
half  year;  Chrietian  Business  Principles;  and  Drills  as 
needed  required. 

WORKERS*  SHORT  COUl^SB. 

fieslgned  only  for  mature  workers  who  can  spend  but  the 
two  years  in  school, 

FIRS'i?  YKAR.  Daniel  and  Rerelation;  Wenll,  General 
History;  General  Science;  Denominational  History,  one-half 
year;  Drills  as  Music,  Physical  Culture,  and  as  needed  re- 
quired* 

SECOND  YEAR#  Ancestry  of  Bible  and  Advanced  Bible 
Doctrines;  Pastoral  Training  and  Church  Orgfmization;  Wenli; 
Advanced  Physiology;  Christian  Education,  one-half  year; 
Drills  as  Music,  Physical  Culture,  and  as  needed  required, 

WOMBH»S  SHORT  COURSE. 

D«iigned  only  for  mature  women  who  ean  spend  but  the 
two  years  in  school.  . 

FIRST  YEAR.  Old  Testament;  Daniel  and  Rerelation; 
Wanll;  Arithmetic;  Geography;  Drills. 

SECOIO)  YEAH.  JSen  Testament;  Bible  Doctrines  and 
Testimonies;  Physiology  and  Sanitation;  Bible  Readings 
(praotloal) ;  Drills. 

EIIROLLMBHT, 

The  enrollment  the  past  year  was  129,  the  following 
proTinces  being  represented:   Xwangtung,  Pukien,  Chekiang, 


80    in. 


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Saechwan,  Hupeh,  Shangttmg,  Klnngal,  XiangBU,  and  Anhwel. 
We  trust  the  present  year  may  bring  us  a  much  larger  number 
of  students  from  these  prorinces,  and  that  sereral  other 
proTinoes  may  hare  reproaentatires  here. 

The  American  risitor  to  one  of  these  training 
SQhoolB  is  inrarlably  impressed  with  the  good  beharior  and 
serious  attitude  of  the  students.  Freedom  on  their  part 
from  the  use  of  tobaooo  and  marootics  makes  these  students 
stand  out  in  bold  relief  from  arerage  Oriental  young  people. 
It  is  gratifying  to  work  for  and  with  such  a  class  of  students. 
What  is  true  of  Seventh  Day  Adventist  young  people  in  America 
is  true  of  th^^m  the  ->7orld  over.   They  are  clean,  honest. 
Christian  Sabbath-keepers.   The  skin  may  be  of  another  ehade 
or  the  eyes  of  a  different  slent,  or  they  may  dress  differ^ 
ently;  but  their  ideals  are  the  same,  their  hope  of  a  soon- 
coming  Sarior  is  one,  and  all  arr  equally  sealous  in  the 
propagation  of  the  Third  Angel's  Uessage. 

A  few  items  will  next  be  given  concerning  the  work 
of  the  Phillippine  Academy  located  at  Pisay,  Rizal. 

History  and  Purpose. 
The  Philippine  Seventh-day  Adventist  Academy  was  opened 
in  June,  1917,  From  the  fiwaall  enrollment  of  thirty-six  at  the 
beginning  of  the  first  year,  the  school  has  steadily  grown. ;^* 
During  the  third  year,  which  has  Just  closed,  the  total  enroll- 
ment was  170.   The  prospects  for  the  coming  year  are  very 
bright. 


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-233 


One  of  the  encouraging  features  of  the  new  year  is  the 
addition  of  Bereral  new  members  to  the  faculty.  The  school 
ie  fortunate  In  harlng  been  able  to  secure  the  serrices  of 
Pastor  Richard  R.  Breitlgam  of  California,  who  will  take 
charge  of  the  Bible  and  Pastoral  Training  Department. 

It  has  been  the  purpose  of  the  Academy  from  the  time 
of  its  organization  to  glre  young  men  and  women  a  symmetri- 
cal training  for  usefulness  In  life.  The  management  be- 
lleres  in  the  three-sided  development  of  its  stxidents,  —  the 
physical,  the  mental,  and  the  spiritual.  But  the  special 
purpose  of  the  school  is  to  train  -7orkers  for  efficient 
serrlce  in  some  branch  of  Christian  serrice.  The  managers 
aim  to  make  moral  and  religious  influences  prominent.  They 
desire  to  hare  a  school  ^here  the  Word  of  Ood  -'ill  be  rever- 
enced, and  where  His  worship  and  serrlce  will  be  respected. 
A  true  Christian  character  will  be  held  before  the  students 
as  the  highest  aim  In  life,  while  it  is  a  denominational 
school,  any  young  man  or  woman  -^vho  is  in  harmony  with  its 
principles  and  alms  may  be  admitted. 

Each  year  at  the  close  of  school,  a  large  number  of  the 
students  have  entered  some  of  the  various  lines  of  denomina- 
tional work.   This  year  forty  have  done  so.   Since  the  estab- 
lishment of  the  school,  twenty-six  students  have  been  baptized 
and  received  into  the  church. 

The  Academy  is  situated  on  a  large  tract  of  land.  Just 


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-234- 


outslde  the  liaite  of  the  city  of  Manila,  on  Luna  Street, 
Pasay,  Hizal  Prorinoe.  Here,  surrounded  "by  beautiful  works 
of  nature  and  away  from  the  noiae  and  confusion  of  the  city, 
the  students  are  able  to  do  much  better  work  than  can  be  done 
in  the  city.  The  school  Is  only  a  fer?  minutes'  walk  from 
two  electric  oar  lines  which  run  into  the  city. 

The  main  building  contains  the  class  rooms  and  the  ohapel 
on  the  first  floor.   On  the  second,  floor  are  the  living  quar- 
ters for  the  boys.   A  laboratory  is  being  fitted  up  on  the 
first  floor. 

Across  the  plaza  from  the  main  building,  is  the  donaitory 
for  the  girls.   In  this  building  are  located  the  kitchen  and 
dining  room. 

It  is  planned  to  build  additions  to  both  these  build- 
ings during  the  coming  year,  and  also  to  the  industrial  build- 
ing, which  is  located  back  of  some  of  the  other  buildings. 

A  good  library  has  been  started.  A  large  number  of  new 
books  will  be  added  this  year. 

The  Academy  is  incorporated  under  the  laws  of  the 
Philippine  Islnnds,  and  consequently  the  school  will  hare 
goyernment  recognition.   It  is  necessary  for  erery  student 
upon  entrance  to  present  a  transfer  card  from  the  school  pre- 
viously attended. 

The  school  year  is  36  weeks,  beginning  for  the 
current  year  on  June  2,  1920  and  clot-ing  February  15,  1921, 
The  industrial  phase  is  carrie*  similar  to  that  carried  in 


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other  Serenth  Day  Adrentist  schools.  This  school  offers  work 
in  gardening,  carpentry,  printing,  book-binding,  basketry, 
belt  weaTing,  and  embroidery. 

Course  of  Stxidy. 

In  planning  the  course  of  study,  the  faculty  has  had  in 
mind  primarily  the  training  of  erangelists,  Bible  workers, 
and  Christian  teachers,  The  effort  has  been  made  to  keep  the 
standajTd  as  high  as  that  of  the  excellent  school  system  of 
the  gorernment;  nnd  in  addition,  some  subjocts  not  taught  in 
the  public  8choo'..a  hare  been  added  to  meet  our  special  needs* 
^iVhererer  it  has  seemed  impossible  to  conform  strictly  to  the 
course  of  study  outlined  by  the  Bureau  of  Education,  substi- 
tutions hare  been  made,  and  the  standard  of  our  denominational 
BchoolB  in  America  has  been  followed.  HoweTer,  we  feel  sure 
that  the  few  substitutions  we  hare  made  will  be  accepted  by 
the  Bureau  of  Education. 

A  few  changes  hare  been  made  in  the  course  of  study  this 
year,  which  the  faculty  think  will  meet  with  the  approral  of 
the  students. 

In  the  following  outline,  we  give  the  subjects  taught  in 
the  Intermediate  and  Academic  grades.  Classes  in  the  primary 
grades  a:e  also  conducted.  The  course  for  these  lower  grades 
conforms  closely  to  that  of  the  public  schools,  with  the 
addition  of  the  Bible. 


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-236- 


Interraediate  Department 

Fifth  Grade 

Old  Testament,  Part  I  Reading  and  Spelling 

Graiamar  Drawing 

Arithmetic  Sight  Sinking 

Hature  Study  Industrial  Work 

Sixth  Grade 

Old  Testament,  Part  II  Rending  arA   Spelling 

Grammar  Dravfing 

Arithmetio  Sight  Singing 

Uoography  Industrial  Work 

Seventh  Grade 

Life  of  Christ  Philippine  History  i  year 

Graiimar  CirioB  -^  year 

Arithmetic  Reading  and  Spelling 

Advanced  Nature  Sight  Singing 

Industrial  V/ork 

Academic  Department 

First  Year 

Acts  and  Elementary  Bible  Doctrines 

Literature  and  Composition 

Algebra  wmn^V 

Agriculture,  ^   year 

Bookkeeping,  t   year 

Second  Year 

Denominational  History  and  Spirit  of  Prophecy        vixrilfttjx* 
Literature  aM   Composition 
United   Stjitos  History  ^  year 
General  History,  i  year 

To  the  beginning  of  the  Roman  Empire 
Pkysiology  ^  year 
General  Scienoy  -^  year  .*ii *-;«<' 

Third  Year 

Advanced  Old  Teetament  History 
Literature  and  Composition 
General  Hiatory 

Home  and  the  itiddle  Ages 
Biology 


9  ;:;-;.-;&    CXJnO'r'y 


*.nu; 


1^  y. 


-ii»7- 


Fourth  Year 

Advanced  Doctrine  and  Prophecies 

Literature,  Composition,  and  Business  English 

Spanish 

Physics  and  Plane  Oeometry 

Special  Courses 

Stenographic  Course 

(Prerequisite,  1  year  High  School) 
Shorthand  (Pit9UUX«€oward  System) 
Typewriting 

Business  Correspondence  and  Spelling 
Composition 
BlTole 

normal  Training  Course 

(Prerequisite,  1  year  High  School) 

Bible 

Composition 
Psychology 
History  of  Education 
Methods  in  Teaching* 

Two  new  subjects  will  be  introduced  this  year  for  those 

vrho  desire  training  for  the  ministry.  These  classes  are 

Pastoral  Training  and  Church  History.  By  special  arrangement 

with  the  Faculty,  these  subjects  -rill  be  substituted  for  oth4r 

subjects  in  the  regular  course,  especially  in  the  third  and 

fourth  years  of  the  iioademic  Course.  Those  'vho  hare  completed 

the  regular  course  of  the  Academy,  who  desire  to  take  thej^e 

new  olas8e9,  may  do  so  and  roceive  credit  fro  them  to  apply 

on  the  College  course,  which  will  probably  be  introduced  in 

a  year  or  two. 

A  personal  letter  from  the  principal  of  the  school 

gires  the  work  of  the  first  four  grades  as  follows: 


M*" 


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Grade  One:  Phonics,  Residing,  numbers,  Writing, 
Drawing,  Conversation,  and  simple  industrial  work, 

Grale  Two:   Phonics,  Rending,  Language,  Kumbers, 
Writing,  Drawing,  Conversation,  and  simple  industrial  7'ork, 

Grade  Three:  Phonics,  Reading,,  Language,  Arith- 
metia.  Geography,  V.'riting,  Drawing,  Industry. 

Grade  Po^ir:  Phonics,  Reniing,  Spelling,  Arith- 
metic, Geography.  Sanitation,  and  Hygiene,  Old  Testament, 
Writing,  Drawing,  Industry, 

The  school  work  in  India  is  prospering,  rriting 
concerning  the  school  at  Bangalore,  E.  11,   Celeen  says, 
"In  our  school  we  hare  Tamil,  Telugu,  and  :.lalayalam  pupils. 
Many  of  these  have  but  little  knowledge  of  English.  The 
Malayalara  people  understand  Tamil  fairly  well,  but  the  Telugus 
do  not  imderstand  it.  Therefore  If  we  preach  in  Tamil  vre 
must  have  a  Telugu  interpreter.   If  we  speak  in  English  we 
use  two  interpreters.   It  is  slow  work,  but  it  is  the  best 
we  can  do  now. 

"Our  school  work  here  in  Bangalore  is  making  good  pro- 
gress. .  ..  •  I  think  I  have  mentioned  before  that  we  have 
purchased  land  upon  which  to  build  a  real  school." 

This  little  glimpse  of  school  problems  in  India 
can  be  duplicated  throughout  the  Orient.  Uany  of  these 
schools  are  not  co-educational,  there  being  boys'  schools  and 
girls'  schools  separate  from  each  other.  Especially  in  India 


,      tyrr   .C.'Ij 


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-239- 


Is  the  protlem  of  educating  girls  a  delicate  one.  Eren  in 
the  toys'  schools  many  problems  arise  in  regard  to  oaste* 
Skilled  tcaohere  are  needed  to  supervise  and  control  these 
schools,  Viihen  once  a  Hindu  or  a  Mohaamedan  accepts  of 
Christianity,  there  is  no  more  a  caste  problem,  but  the 
people  of  those  lands  do  not  change  religions  easily.  They 
all  want  to  learn  to  read  English,  and  they  do  xiot  espec- 
ially object  to  learning  to  read  it  from  a  Bible,  but  so  long 
as  they  retain  their  own  form  of  ^^orship,  the  oaste  problem, 
even  in  the  mission  schools,  will  be  a  difficult  one.   In 
Asiatic  countries,  the  school  work  of  Seventh  Day  Adventists 
is  farthest  advanced  in  the  Chinese  Empire. 

5.  Africa. 

Seventh  Day  Adventists  ope^^ate  a  large  number  of 
mission  schools  in  Africa.  They  also  have  a  college  rear 
Cape  -own.  The  college  is  ..f  the  seme  type  and  grade  of 
work  as  ttiose  in  the  United  States  so  no  detailed  descrip- 
tion of  it  is  necessary.  The  mission  schools  of  Africa  are 
of  a  differf nt  type  than  schools  elsewhere  in  the  matter  of 
organization.  As  was  stated  elsewhere  in  this  thesis,  they 
are  of  se^-ondary  type  but  of  primary  grade. 

When  a  missionary  and  his  wi<e  locate  on  a  new 
station  the  fi-st  duty  of  course  Is  to  erect  temporary  liv- 
ing quarters.  Often  before  they  have  been  ceunped  xinder  the 
large  tr«e  which  they  have  chosen  as  a  temporary  shelter  for 


i:a.-  i:  iii   %rCVf 


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twenty-four  hours,  a  natlTO  jotSi^'^n  vrlil  prcaent  himself 
and  inform  the  missionary  that  he  has  come  to  Bchool.  The 
missionary  may  urgn   him  to  return  to  hie  village  and  wait 
until  a  building  is  oreoted  but  thla  is  of  no  avail.  The 
new  student  remains  and  must  bo  fed*  He  is  set  to  work  of 
course  and  the  misaionary  hopes  no  more  -rill  come.   This  is 
a  futile  hope,  r.leo,  for  the  "African  wireless"  is  always 
in  gooa  rrorking  >'<rder,  and  so  during  the  first  "veelr  five  or 
six  more  have  drifted  in  "to  go  to  school"*  Was  not  that 
what  the  chiedf  gave  the  missionary  the  lend  for?  The  mis- 
sionary has  no  books  in  their  language  -  they  may  not  even 
have  written  lnn£rungo  at  all.   In  that  cnse  he  must  Invent 
one  as  beat  he  osn  little  by  little  as  he  learns  their 
dialect*   The  buildings  must  be  erected  meanwhile.   So  they 
labor  on  -  by  this  time  40  or  50  have  come  to  the  school  - 
puttli;g  up  buildings  during  the  day  and  tenching  the  boys 
some  English  at  night*  It  is  no  -wonder  Pastor  Anderson  feels 
that  a  mission  teacher  in  Africa  needs  all  the  training  in 
a  professional  way  t/iat  the  homeland  affords,  lir.  Anderson 
is  at  the  present  time  (19E0)  cst>iblishing  just  such  a  new 
mission  enterprise  as  has  been  described,  in  Portuguese  East 
Africa.  The  experiences  enumerated  are  only  a  part  of  the 
teacher's  roaponsioility.  Land  must  be  plowed  ■^ith  imtrnined 
oxen,  the  oxen  must  be  protected  from  lions  and  other  prey  at 
night,  he  must  learn  to  preach  in  the  native  dialect 


i»dt 


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-241- 


and  trnnalate  portions  of  the  Gospela,  etc.,  into  that 
dialect,  and  so  the  duties  oome.  He  must  be  doctor,  too, 
and  if  sickness  comes  into  his  "school"  -  or  in  the  commun- 
ity -  he  must  treat  it,  he  it  small -pox,  cholera,  scrofula,  or 
a  broken  hlp« 

When  after  laboring  on  as  best  he  can  thus  renored 
from  oif ilization  month  after  month  for  a  period  of  four  or 
fiT6  years,  he  sees  his  first  oonTert,  now  sufficiently 
trained  to  go  out  and  teach  his  first  "out  school",  the 
missionary  forgets  the  hardships  that  are  past  and  looks 

fprward  to  the  nevr  era  of  that  mission.  By  this  ti«e  a 

I, 

jgoodly  number  of  acres  of  land  will  be  producing  good  crops, 
a  number  )f  substantial  buildings  -rill  have  been  eredted, 
another  miSRionary  and  his  rife  may  hare  come  to  help  him. 
)followlng  the  first  convert  rrill  be  others  to  go  out  and 

i^tablish  "out  schools"  until  there  will  be  perhaps  ten  or 

/  ■   - 

twenty  of  them.     The  "ork  of  these  schools  must  be  super** 

vised  by  the  missionary. 

The  character  of  the  work  in  these  schools  its 

oomparetlvely  simple.     The  students  must  usually  be  taxight 

the  Bin^lest  pe-sonal  duties.     Usually  the  first  lesson 

lirast  be  that  of  bathing;  the  next  may  be  to  wear  some  slfi^e 

■   ;  - '  'A    : 

clothing  —  which  the  missionary  must  furnish,  of  course.    ,.^ ' 
Without  instruction  how  to  wear  a  shirt,  thi»  native  is  moird 
than  likely  to  wear  it  in  reverse  order  from  what  aitilized 


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people  do,  putting  his  legs  through  the  sleereB  and  wrap- 
ping the  lower  part  of  it  about  his  waist  as  he  does  his 
natlre  loin  cloth.  How  should  he  know?  He  has  never  seen 
a  shirt  before,  nor  anybody  wearing  one. 

He  later  is  taught  to  read.  As  soon  as  possible 
he  will  rend  from  the  Bible  in  order  that  he  may  be  taught 
the  elements  of  Christianity.   One  must  not  get  the  idea 
that  because  a  native  Rhodesian,  or  other  African  tribes- 
man, has  never  come  in  contact  i^ith  European  civilization, 
that  therefore  he  has  no  mentality.  They  are  a  very  in- 
telligent people  and  take  certain  types  of  education  readilyi 
They  are  not  as  a  rule  apt  at  complex  mathematical  problems; 
but  all  "content"  subjects  are  learned  readily.   They  are 
very  fond  of  music  and  leern  to  sing  ^ell. 

It  is  sometimes  difficult  to  train  native  boys 
and  girls  —  these  schools  are  co-educational  —  to  apply 
themselves  to  manual  labor.  They  are  similar  to  the  Ameri- 
can  Indian  in  this  respect.  Persistent  effort,  limitlosB 
patience,  and  aometimes  corporal  punishment,  will  usually 
develop  these  youth  into  good  'rorkers.  As  in  America,  soo« 
are  honest  and  some  are  not,  but  the  converting  power  of 
Jesus  Christ  when  accopted  by  them  works  the  same  trahsfot"**, 
mation  of  character  for  a  Kaffir  youth  of  Africa  as  it  does 
for  the  youth  of  England  or  of  the  Va\%66.   States. 


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-a43- 


Wonderful  progress  has  been  made  during  the  past 
decade*  Hew  school  centers  are  being  established,  tenohers' 
Institutes  are  being  held  for  the  natire  teachers,  and  large 
churches  are  being  raised  up  in  darkest  Africa  on  the  trail 
of  Liringston  where  happy  natire  Christians  worship  and  sing 
the  same  gospel  songs  '.7ith  the  same  love  and  tenderness 
that  is  manifest  in  American  churches.   One  can  only  exclaim, 
"VThat  hatl  God  wrought"  for  Afrioal" 

6.  Australasia 

•Prom  the  mission  school  in  Rhodesia  to  the  hi^ly 
standardized  schools  of  Australia  and  New  Zealand  is  quite 
a  Jupp*  but  let  us  make  it*  As  splendid  as  theee  fichools 
are  •'fe  need  not  spend  much  time  ^ith  them  as  they  are  typical 
English  schools,  with  well  trained  faculties,  and  completely 
equipped  for  a  high  grade  of  work.  Pew  elementary  schools 
ha7e  been  established  as  yet,  the  British  standards  being 
high  and  the  iiurses  of  Seventh  Day  Adventists  meager.   The 
regular  British  "spir^"  system  of  elementary  subjects  is 
used,  Bible  being  added  to  the  course  as  outlined  for  the 
goTernment  schools*   In  order  that  the  render  may  under- 
■tand  more  fully  what  is  meant  by  the  term  "spiral",  the 
work  of  the  first  six  standards  is  presented  in  full  as 
printed  in  the  Sducationnl  Manual  for  the  Aastralasian  Uiiion 
Conference. 


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iJi  Churoh  ;>ohools 

XXifiiJiHaAaSjiUi  pa  ^^aiUbH  Ci«^;i.     All  ohlldron  who  enter   the 

■ohool  below  the  age  of  six  ox   seven  ye  ax  a,  wuo  axe  not 

qualified  to  eatez  i>tand.jrd  One.  ahould  eutur  the  Xindox- 

gaxten  or   i:>ximox  olattii  la  ^e^axatlou  for   euoh  ^tandoxd. 

dSAliUBJ)  Olii 

BIBLii*     !2en  aubjeota  fxom  Old  Ceatanent  and  ten  aittjeota  fxoa 

Hew  L'eatuiBeiit  • 

S&XDlXim      (a)     So  xe;>d  "Txue  i^duoutiOQ  Hoadex   Uo,  1;   in  addl- 
ing 
tlon  to  xead/fxom  blaolcboaxd,   leauoaa  in  eoxipt  ox    px  Int 

containing.   In  new  ooit.bln&tiCDa,  worda  uaed  in  thia  book; 

fluent  xoading,    and  grouping  woxda  Izito  phraaes.    (b)   So 

apell  words  used  in  Header  Uo*   I:   apolXing,  wxitten  end 

oral,  and  nore  advanced  pupils   to  xeoeive  ,  xactioe  in 

eaay  dlotation  ezax oiucs,    (o)   Sranaoxlption  of  uentonoea 

used  for   xeudlng.     ^uppleioent'ixy  Kotdera:   "Bible  Headex" 

Vo.   I,   "Oux  Little  yolk*a  Bible  liuture",    '*piant  Life'', 

i  f 
ox  other  uultabl*   reader. 

JiASUiii::  biTUCY.     Lesaona  on  ootomon  things,   animal  and  plant   life 

of  dlstriot,  with  reading  leaaons  from  supple lasntc^xy 

readers. 
LAiiGUACifi.     So  be  learning  to   apeak  oorxeotly  and   natuxally, 

and  to  be  taught   to  give  the   subatanoe  of  sthort  atoziea 

told  by  the  toaohux. 
AltlSiOiJiSIC.      So  oount,   xead,   and  i/rite  nuiabexa  to  100;   to 

§fpf^n  analysis  of  nuubexs  to  100,  applied  and  abstxaot. 


*  1-^  Xcorin» 


.IMHZIiU 


-245- 

MAHUAL  THAIDIIKG.     ])rawing  and  paper  wxk,   oazdboaid  and  brush- 
workk  gardening,   sewing,  aM   care  of  th»   eohoolroom. 

i.-A 

SSWIHG.     fleedlAwork  drill  (including  needlf-.,   thimbl* ,  and   posi- 
tion drill),   placing  a  hem,    heomiog  a  strip,   handker- 
chief,  or  duster,  with  ooloiired  cottons. 

SItfGIiiKr.     Singing  class  songs  or   hymns  sweetly  by  ear;  prac- 
tice in  breathing  exercises* 

PHYiilCAL  TEAIlilJICr.      Games  marching  to   singing,   breathing  exer- 
cises,  physical  training.     I'eachers*  help:    "A*B«C.    of 
Gymnastics*^   (Uiosen), 

STAJiHAIO)   TWO 

BIBLiS.      Stories  of  creation,   of  patriarchs,    and  of  prophets. 
Teachers'  helps:      "Mrs.  llcKibbin's  Bible  Lessons,"   " 
"Teacher's  Idanual",   page  141. 

E^iDIJiG.      (h)   To  read  with   reasonable  fluency  and  egression 
"True  i^ucation  Retder"  Jiio.   S,  and   to   understand  the 
meaning  of  the   subject  matter  re&.d.      (b)   To  spell  words 
used  in  ret. ding  lestions,  either  orally  or  from  easy  dic- 
tation exercises,    (c)   Transcriptions  in  neat  legible  hand, 
subject  loatter  of   lessons   read.     Supplementary  Headers: 
"Bible  Header"  Islo.    2,    "Animal  Life",    "The   World  and  Its 
People"  (lielson  and  ^jons). 

lATUHii:  STUDY.     AS  for    Sttmdard  One  v;ith  study  of  natural  objects 
and  living  tilings,  and  lessoiis   froa  supplementsury  readers. 

Ji'QRMAL  WHITBiG.     Australian  Copy  Book  iHo.   S,   or  Vere  poster's 
Bold  Series  Copy  Book,   or  from  copies  on  blackboard   in 
text  hand. 


td  bt 


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ftlAfiS  dULUIlM 


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-24-6- 


AHITHliIblTIC.     TO  write  and    read  nuxabers  to  9,999;   addition  and 
Bubtraotioii  of  Buoh  munbeia;   loultiplloation  tables,  and 
mult  iplioat  ion  by  numbers  less  than  1,000  in  numb  ex  s  to 
10.     Mental  jurithoetio:     iilaoy  exerolees   on  foregoing, 
especially  in  thorough  iaiowledge  of  multiplioution  and 
division  tables. 

LlKGUkGi^.     To  be  learning  to  escpress  t nought  orally  oz    in  writ- 
ing;  to  gire  substance  of  stories  or  lesaons  taught 
orally  by  to&oher;  picture  lessons. 

QiiiOGBAfHY.      buoh  facts  of  feo graphical  features  of  the   locality 
as  to  slope,   drainage,  wutez courses,  etc.,  as  may  be  erL- 
dent  to  young  children. 

ILLMUAL  THAIiiiliiG.     Drawing:     As  for     i»tandard  One,  with  more 

advanced  voxlt,  and  drawing  with  instruments,  as  foot-rule 
and  square.  Jjeedlework:  Heoini]^,  placing  a  fell,  begin- 
ning to  seam,  also  knitting  where  possible.  In  other  in- 
dustrial  subjects,  work  as  in  standard   One  advanced. 

SIJIQIU6.     To  leurn  to   sing  at  eight  the  ascending  and  descenl- 
ing  notes  of  the   scale  of  C,  also    strong  tones  of  the 
scale  by  the  use  of  the   Tonic  3ol-fa  syllables.     Teachers' 
helps;      "iitandazd  Graded  Course  of  bight -singing"  iios .   1, 
2,   3  (Gerard  Gerritsen). 

PUYaiCAL  TlitiliiliiG.     Class  drill  and   physical  exercises,   march- 
ing to   song,  breathing  ezeroiees. 

liTAiJDAiiX'   THh^ 
Te  cover   ^hree  Half-years 

BIBLii.     Lesson  stories  on  Christ  as  Creator   and   uavior  ,   the 


UK 


III    %lXol-^iiq*i9 


•lia"^ 


aui 


-to  Jtb   -^lA  ot  atu^i  o'i  ..lb 


-2  47- 


apostles  and  reformers. 

RBADIHG  AND  SPELLINQ.   (a)  To  read  with  reasonable  fluency 
and  expression,  and  to  understand  the  subject  matter 
of  "True  Education  Reader"  Ho*  3.  (b)  To  spell  in  easy 
diotation  exercises  words  used  in  reader;  to  be  re- 
ceiving lessons  in  spelling  and  word -building.  Poetry: 
50  lines  from  reading  book.  Supplementary  Readers: 
"Bl^le  Reader"  No.  3,  "House  we  Lire  in."  "Uncle  Ben's 
Cobblestones",  "Alternative  Geographical  Reader"  (Collins 
and  Sons),  "The  World  and  Its  People"  (Nelson  and  Sons). 

NATURE  STUDY.   As  for  Standard  One  and  T^o,  with  objects  of 
more  detailed  and  systematic  character;  objects  from 
the  ziatural  flora  and  fauna  of  the  locality,  with  les- 
sons from  supplementary  readers.  j^  ^j^^a 

ORAIOCAR  AND  COIIPOSITION.  Grammar:   To  be  able  to  give  mean- 
ings of  parts  of  speech  and  to  distinguish  them  in  easy 
sentences.  Composition:  As  far  as  Standard  Two  with 
reproduction  of  oral  lessons  in  Bible,  nature  study, 
etc.,  also  easy  lessons  in  use  of  punctuation  marks. 

AHITHtfETIC.  Numeration  and  notation  of  numbers  up  to 

10,000,000,  the  four  simple  rules  with  easy  problems; 
&  8.d.  tables,  tables  of  weight  and  measurement,  addi- 
tion and  subtraction  of  money;  also  easy  reduction 
exercises  in  i   s.d.:  multiplication  and  division  of 
money  by  numbers  up  to  12.   Teachers'  helps:  "Southern 


5 

.^^ar  abrto-f!  oaefrtexs  nt:t)n±oJ:b 

,    ■ior.ojeoi.  3uoO 

bOB 


tapes-  £»oi<idT 

.ajf'ri^ef  ft                         *tfi   ©«fl  CTi  anoeaal  ^aaa  <  .9 

;HSfo               %%u»    iHl^                                        t  ^tS'S    ,  ,000,01 

*  '■    ^f  ■'  '  .a  aoi& 


■2i&- 


CroBS  Arithmetic."  "Lock's  Arithmetic",  Mental  Arith- 
•  metio:  Easy  exercieee  on  ahoTe  rules;  thorough  icnow- 
ledge  of  all  tables  of  money,  weights,  and  measures. 

WHITIHO.  Australian  Copy  Book  No.  3,  also  from  copies  on 
blackboard,  and  in  bold,  legible,  small  hand,  subject 
flatter  of  class  work,  or  Vere  Poster's  Copy  Book  Ko.  3, 
or  other  suitable  copy  book. 

GEOGRAPHY.   General  riew  of  distribution  of  land  and  water, 
also  topography  of  district;  definitions  of  geograph- 
ical terms,  principal  features  of  Australia  and  Ntw 
Zealand;  surface,  principal  mountains,  rire  s.  lakes,  and 
coast  features;  chief  divisions  and  principal  cities  and 
towns  of  each  State  (particular  State  where  school 
exists);  to  be  able  to  draw  plan  of  suhoolroom  and 
environs  to  some  set  scale. 

HISTORY*  [Dwelre  stories  of  exploration  and  settlement  of 
Australia.  Teachers'  helps:   "History  of  Australia" 
(Jose).  "Stories  of  Australian  Exploration"  (C.  R. 
Long)   or  "Australian  History"  (Sutherland). 

MANUAL  TRAIKIMG.  Drawing:  Freehand  drawing  on  paper  of 
figures  made  of  straight  lines,  circular,  elliptical 
or  reflex  curves;  drawing  from  memory;  drawing  with 
instrtiments.  Paper  work;   Use  of  horizontal  and  per- 
pendicular cuts,  oblique  cuts.  Simple  curved  cuts, 
freehand  or  geometrical.  Brush  work.  NeedlewoDk: 


»}ib^l 


'<>  te; 


-Kq 


to 


vOsLV 


jul;;5      ,  15  ■^A":  J 


btt9 


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i*U s3     l! 'J  V  J. J. U  V 


if 099  %0  * 


aJLi;::-ivfy 


.  .iiioiJUiiA 


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-249- 


Hemmlng  and  seaming,  sewing  buttons,  a  garment  or 
article  exhl citing  preTlous  Standard's  work  to  "be 
shown* 

SIKGIMG,  Knowledge  of  scnle,  modulator,  praotlce  In  sing- 
ing Tonic  Sol-fa  system,  roirnds,  songs,  hymns.  In  one 
or  two  parts;  breating  exercises.  Teachers'  helps; 
"Standard  Graded  Courses  of  Si^t-Singlng"  (Gerard 
Gerritsen) ,  also  "How  to  Train  Children' s  Voices" 
(T.  Haslam-Hardy) • 

PHYSICAL  TRAIHIHQ.  As  for  Standard  One  and  Two,  also  dumb- 
bell exercises  or  with  clubs,  physical  exercises,  '^ 
marching  to  song;  brer. thing  exercises. 

STABDARD  POUR 

BIBLE.  Creatinn  to  Joshua.  Teaohers'  help:   "Mrs. 
MoKlbbln's  Bible  Lessons"  No.  I. 

HATDRE  STUDY.  As  for  Standard  Three.   Teachers'  Helps: 

"Bible  Mattire  Study",  also  supplementary  rending  les- 
sons from  readixig  books. 

READING  AND  SPELLING.  Reading:   To  read  ^vith  fluency  and 
expression  and  to  understand  subject  matter  of  "True 
Education  Render"  No.  4.   Spelling:  Dictation  lessons 
in  words  from  reading  lessons,  also  passages  to  10  and 
1£  lines  from  dictation  from  lessons  read.  Poetry: 
50  to  100  lines  from  memory  from  prescribed  reader  or 
supplementary  readers.   Supplementary  Readers:   "Child 
Book  of  Nature"  (Hooper),  "Alternatire  Geographical 


,8  lerf 

■Aft    « t    n It  * ff f ■, '.'  *)Ci 

)i(   *t'  ,  oX.   otaaltc  315 

:         If)JI     '-T  -  1     &^         . 

■"'•A 

bR.^  Oi  <  ,  itti  moil  •  1 

noil:  ;  e»ail,  31 

bs 

Li  oTl^am  ,  <l  to  :    ^ 


-260. 


Headers"  (Collins  and  Sons),  "The  World  and  Its 
People"  (Heleon  and  Sons),  "Royal  Road  to  History" 
(Ifclson  and  Sons). 

ORAIOUR  AflD  COMPOSITION.  To  hare  knowledge  of  and  dis- 
tinguish parts  of  speech  in  easy  sentences,  inflex- 
ion of  noims,  pronouns,  and  adjectlres  (only  such 
forms  as  in  common  use).  Letter  writing,  short  descrip- 
tions of  objects  and  incidents,  reproduction  of  oral 
lessons  in  Bihle,  nature  study,  geogrsphy,  and  history, 

AaiTHMBTIC.   Exercises  in  addition,  subtraction,  multiplioa- 
tion,  dirision,  and  reduction  of  money,  weights,  and 
/  measures;  bills  of  parcels  and  simple  accounts,  sup- 
plemented with  practical  problems  from  industrial  and 
nature  study*  Teachers'  helps  "Lock's  Arithmetic", 
A'      or  "Southern  Gross  Arithmetio."  Mental  Arithmetic: 
/f.  As  for  Standard  Three  Tith  rules  for  finding  price  of 
dozen  and  score,  etc.,  and  their  converse;  fractional 


/  ■  •  ■ 
//V     parts,  easy  elementary  rules  and  exercises. 

•Z^kf  PHYSIOLOGY.   "Kellogg*  s  Physiology"  JSo.  £. 

Y\  OSOORAPHY.   Geographical  definitions,  main  drainage  features 

^  I    ^     of  each  of  the  continents,  great  mountain  masses,  chief 


« 


rivers,  lakes  end  countries  of  the  •"orld,  geography  of 
A'uBtralia,  with  detailed  reference  to  particular  State 
where  school  exists.  Map  Drawing:   The  continents,  also 
A      from  memory.   Teachers'  helps:   "Meiklejohn' s  Geography", 
"Australian  Geography"  (Angus  and  Robertson) 


at   B»  tui'xol 


^c  to't  aA 

1 1  6Aiele  XBA9   f atiaii 
■♦'J  s^f-'i  if?"!' 


-Xcl- 


HISTORY.  A  course  of  lessone  to  be  selected  by  teacher  from 
following  topics:   Julius  Caesnr  and  Romans,  Augustine 
and  Christianity,  Alfred  and  Saxons,  William  and  the 
Normans,  Henry  II  and  the  Crusades,  John  and  Uagna 
Charta,  The  Plantagenet  Kings,  Introduction  of  Print- 
ing, Wycliffe,  The  Houses  of  York  and  Sudor,  The  Armada. 
Teachers*  helps:  "Stories  in  English  History"  (W, 
Oilies  U.A,),  "Brief  History"  (Nelson  and  Sons),  "History 
of  England"  (Ranaome). 

MANUAL  AND  PHYSICAl  TRAINING.   As  for  Standard  Three  with 

the  addition  of  basket  making,  chair  caning,  cardboard 

modelling,  and  care  of  schoolroom. 

9IMQING.  As  for  Standard  Three  tith  modulator  practice  in 
/ 

Tonie  Sol-fa;  lessons  in  the  old  or  staff  notation  — 

the  staff,  the  clef,  shape  ralues  and  time  ralues  of 

semibrere,  minum,  crotchet,  quaver,  semiquaver,  demi- 

semi -quaver;  rounds  and  hjunns,  or  tro-part  songs; 

breathing  exercises.  Teachers*  helps:   "How  to  Train 

Children's  Voices"  (T.  Haslara-Hardy) ,  "Standard  Graded 

Course  of  Sight-Singing"  (Gerard  Gerritsen) . 

STANDARD  PIVE 

BIBLE.   Joshua  to  the  restoration  of  Jerusalem.  "Mrs. 
McZibbln*8  Bible  Lessons"  No.  2. 

READING,   fa)  To  rend  -'ith  fluency  and  expression,  and  to 
understand  subject  matter  read,  "True  Education  Reader" 


MiJ     SKta    1. 


•ahasriA  ^s-  vi   ,«' 


to  9imv  fin^    , 

5J        uij    &i>!UjJ>;'i    iiaifiiiip-iiHEMi 


,.lXi~i* 


.jaag.-.  9^'j^a  g  'giuc^/toji. 


-262- 


NoB.  5,  6«  (t)   To  spell  In  dictation  exercises,  -'orde 
of  selected  lessons  from  reading  book,  also  further 
instruction  in  rules  in  spelling  and  word -building, 
combined  Tith  Standard  Three  in  small  schools,  (c) 
Poetry:  100  to  160  lines  from  memory  from  suitable 
readers.  Supplementary  Readers:   "Child  Book  of 
lature"  Part  £  (Hooker),  "Geographical  Readers" 
(pp?.lin8  and  Sons),  "The  World  and  Its  People  (Kelson 
and  Sons),  "Royal  Road  to  History"  (Uelson  and  Sons). 

GRAIIUAR  AHD  COMPOSITIOIJ.   Intelligent  Imowledgo  of,  and  in- 
flexion of  parts  of  speech,  full  parsing  of  plain 
sentences,  analysis  of  easy  sentences;  short  essays 
and  descriptions;  reproduction  of  oral  lessons  in 
Bible,  nature  study,  geography,  and  history.   "Bell's 
Language  Scries"  Ho.  2,  or  other  suitable  grammar. 

HATURE  STUDY.  Work  of  Standard  Four  continued.   Teachers' 
Helps:   "First  Book  of  Botany"  (Youman),  "Bible-Nature 
Studies"  (Cady). 

PHYSIOLOGY.   "Kellogg' g  Physiology"  No.  2. 

ARITHMETIC.  T?ork  of  Standard  Pour  continued;  also  the  four 
rules  and  reduction  in  the  prescribed  weights  and 
measures;  easy  examples  in  the  four  rules  in  decimal 
and  Tulgar  fractions,  bills  of  parcels,  and  practice. 
Mental  Arithmetic;  Suitable  examples  baned  on  above 
work,  framed  with  a  view  of  practical  need  of  daily 
life.  Teachers'  Helps:   "Look's  Arithmetic",  and 


■I  'l^>,,t'' 


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at 


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fsr?A 


:)  "Ti 


-,!»  ''Vf  -R  t    »4lM 


■n    ,  oi 


iitoS 


tjf< 


Ml' 


«to  -: 


..'lil 


-253- 


"Southern  Crosa  Arithmetic". 

GEOGRAPHY.  Form  and  motions  of  earth,  day  and  night,  seasons; 
and  seasons;  vrith  ob serration  vrork  of  apparent  more- 
ments  of  sun,  changes  of  time  and  place  of  sunrise  and 
sunset,  and  weather  conditionB;  chief  ports  and  manu- 
facturing centres  of  Australia  and  Ne^T  Zealand,  and 
their  commerce.  Map  Drawing:  The  States  of  the  Common- 
wealth and  Uew  Zealand.  C)eaohers*  Help:  As  specified 
for  Standard  Pour. 

HISTORY.  *ork  of  Standard  Pour  continued,  also  a  course  of 
lessons  selected  from  topics  as:  The  Pilgrim  Fathers, 
The  Puritan  Rerolution,  The  CiTil  War  and  Cromwell, 
William  of  Orange,  India  and  Clire,  Quebec  and  Y/olfe, 
Washington,  Helson  and  Trafalgar,  Captain  Cook  and 
Australia.  Text-hooks  for  teacher  as  specified  in 
Standard  Pour. 

MANUAL  TRAIHIHG,  Drawing:  Freehand  on  paper  of  forms 

based  on  same  elementary  surves  as  those  used  in  pre- 
vious standards  of  more  difficult  combinations,  also 
drawing  from  memory.  Paperwork,  cardboard  moielling, 
brushwork,  needlework  as  for  Standard  Pour. 

VOCAL  MUSIC. 

PHYSICAL  TRAIUIIIG.  As  for  Standard  Four,.  Teachers'  help: 
"A. B.C.  of  Gymnastics"  (Nissen). 


jaji'.'a  ,  Mw-   tu'i  •  •\Sv08v 

Sir:  .     .      1rf»  e.+  -or 


■'rra  J? ' 


auk 


•         .  -ic.  10  .    •■■■  I'.  '  11  laai'v  ■■  ■ 

f 
TO  JA.0OV 


-254- 


STAHDARD  SIX 
To  Corer  Three  Half -Year a 

BIBLE.  Old  Testament  History.  Teachers'  help: 
"PatriarohB  and  Prophets." 

NATURE  STUDY.  As  for  Standard  Fire. 

PHYSIOLOGY.  Series  of  oral  lessons  from  "Vurneaux* a 
Physiology",  "Ministi*y  of  Healing." 

RBADIIIG.  To  read  with  fluence  and  expression  and  to  under- 
stand subject  matter.   "True  Education  Render"  Uos.  6 
and  7. 

SPBLUBG.  To  spell  in  dictation  exercises  difficult  words, 
and  passages  of  twelre  lines  from  reading  lessons. 
Supplementary  Readers:  "AlternatiTe  Readers"  (Collins 
and  Sons),  "Christ's  Object  Lessons",  "Ministry  of 
Healing",  "Seer  of  Patraos",  "Empire  Renders." 

GRAMMAR  AND  COMPOSITIOiSr.  Exercises  in  parsing  and  analysis. 
"Bell's  Language  Series"  No  .  3,  or  any  other  suitable 
text-book.  Compoi  ition:  Efisays,  descriptions,  busi- 
ness letters,  word-building,  simple  derirations  where 
possible  from  original  languages. 

ARITHMETIC.  Vulgar  and  decimal  fractions,  practice,  simple 
proportion,  exercises  in  f^rerage  percentage  and  trade 
discounts,  exercises  in  simple  interest;  where  possible 
for  adranoed  students:   compound  proportion,  compound 
interest,  bank  discount,  proportional  parts,  square  root. 


M  f^  ^r  ^  . ' 


.91 


-xacj 


«£>r)('~ 


bnn  6ioiB 


.  vf 


■<TTTTA81 


^i>»l(ii)ii  htm  J  a 


.X  nri^yti-  ^o 


to   1 


iHTIHA 


,tooT  wfjsjjpe    , 


;a;j 


05  ie! 


-256- 


Btocka  and  sharew,  profit  and  loss,  exerolaes  in 
metric  Bystera,  Mental  Arithmetic;  Suitable  exer- 
cises in  abore  rork*  Teachers'  helps:  "Lock's  Arith- 
metic" and  "Southern  Cross  Arithmetic". 

GEOGRAPHY.  Outlines  of  desoriptire  geography  of  Europe, 

Asia,  America,  Africa.  Map  Dra'Tingi  Various  coimtries 
of  these  continents,  the  ocenn,  wares,  currents,  condi- 
tions goreming  climate,  tides,  etc.,  t-nde  nnft  cable 
routes  from  Australia,  [teachers'  help:  "Meiklejohn' s 
Geography." 

HISTORY.  Course  of  work  of  Standard  Pive  continued,  also  a 
course  of  lessons  from  following  topics:   Captain 
Cook's  DiscoTory  of  Australia,  Wellington  and  V/aterloo^ 
The  Indian  Mutiny,  Queen  Victoria,  South  Africa,  The 
Boer  War.  Also  useful  lessons  an  the  laws  of  the 
country,  ho-^  the  '?iah  of  the  people  becomes  law,  how 
laws  are  carried  out.  Teachers'  helps  as  specified 
for  Standards  Pour  and  Pire. 

AIGEBRA.  Elementary  Albegra  to  fractions.   "Hamblin  Smith's 
Algebra",  "Hall  and  Knight's  Algebra". 

MANUAL  TRAINING  AHD  IBDUSTRIAL  V'ORIC.  As  for  Standard  Pire. 

VIRITIUG*  Australian  Copy  Books  or  other  suitable  standard 
copy  book. 

VOCAL  MUSIC 

PHYSICAL  TRAINING.  As  for  Standard  Pire. 


aX  Bi 

■T0r9    ' 


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a*c£tifii8  0 


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ftc^f^?.^a  A.iT.-i-^     ♦'H'*  «»:^-*ii 


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iA 


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-250-. 


The  Bible  is  to  be  made,  aa  far  as  possible,  the  basis  of 
study  for  oral  tenohing  in  each  subject. 

Australasian  Missionary  College 

In  the  year  1894,  an  estate  Tae  purchased  near 
Cooranbong,  Ne-^  South  Wales,  Australia,  on  'jvhich  to  erect  a 
Christian  school.   It  was  subsequently  called  the  Arondale 
Estate,  and  the  school  was  denominated  the  ATondale  School 
for  Christian  v.'orkers.  Since  June,  1911,  the  school  has  been 
called  the  Australasian  Missionary  College. 

Situation 

The  Australasian  Missionary  College  is  situated  in 
the  country,  where  the  beauties  of  nature  are  more  elerating 
than  the  -'orks  of  man;  where  tilling  the  soil  is  better  for 
nusole,  brain,  and  heart,  than  amusements,  sports,  and  holi- 
days; where  God's  pure  air  is  sweeter  than  in  the  city  streets; 
and  'here  true  manhood  and  womanhood  and  the  lore  of  Christ 
may  derelop  in  the  hearts  of  our  youth  under  the  best  possible 
conditions. 

The  College  estate  is  about  one  mile  from  Cooranbong, 
a  little  town  serenty-six  miles  north  of  Sydney,  and  twenty- 
six  milew  south  of  KcTcastle.  Its  railway  station  is  Dora 
Creek,  from  which  the  College  is  distant  about  three  miles, 
either  by  road  or  boat. 


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bah   hnrtriaaa  9tsii   ai»ri~    A&ii 


od^rt* 


9dt  ilol/ttv  gioit   ,ifo«'xO 


L.      ,.  _  r     -    „  .f  *■  •- 


-aoY- 


ISstate  and   Building  a 

(The  estate  corprises  nearly  one   thouuand  acres  of 
land.     This  is   divided  into   two   parts  by  the  Maitland  Road. 
The  larger  pc^rt,   north  and  we;^  of  the  Maitland  Hoad,  is 
"bush  land.     The   portion   east  and  south  of  the  Maitland  Roed 
has  heen   xesorved  for  use  as  the  College  farm.     On  this   por- 
tion are  located  the  College  buildings,  the   complete  list  of 
wiiioh  is  as  follows:     Central  College  buildin^re,   primary 
school  building,   young  men's  hall,   ladies  hall,   dining  hall, 
the  Sanitarium  Health  ?ood  factory,   Avondale  Press,   Avondale 
Health  Retreat,  eleven  cottages,  bam,  dairy;  the  workshop 
containing  the  carpentry  t  nd  painting  departments;   laundry, 
bee-house,   business  office,   store,    bakery,   blacksmith's  and 
tinsmith's  shops,   fruit  room,   power   aouse,   sawmill,  and  boat* 
sheds. 

The   reader  will  not  be  wearied  with   details   of 
courses,  etc.     To  give  tiiem  would  be  to  repeat  what  nes 
already  been   given  a  nusfcer  of  times.     A  thriving  acadmey, 
"The  Darlizxg  Range  School",   meets  the    needs  of  seventh  pay 
Adventist  young  people  of  Weut  Australia.     TMs   school  is 
located  tventy-five  miles  from  the  city  of  Perth,     a  similar 
school  nt  Longburn,   iiew  i^ealand,   meets  the  requirements  for 
that  field  at  present.     TiiJs    is  the  urona  ilisaionary   lichool. 
The  Central  Polynesian  Training  ^School  at   Ovalau,   Fiji,  was 
established  in  1904.     The   i'noulty  are  carrying  on  good  work 
there. 


•  fieoH  Jb  «1J17     .AadX 

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71.      COICLUDIJiG  HiiiiaBK^. 

ttaoh  more  remains  unsaid  conoennins  seventh  Day 
AdTentlst  8(Uiool8  than  haa  been  eald  in  tills  thesis.     Doubt- 
less sone   of  the   lOfiterlol   covered  will  have  become  old   before 
it  re&ches  the  leader's   eyB  ,     2he  advanced  Knowledge  of  today 
may  forever  render    unusable  the  traditions  of  the  ages.      Thus 
we  progress.      It  is  in  aocozd  with  our  ideas  of  Democracy,   and 
we  prfiy  earnestly  that  our   eyes  uay  ever  be  directed  upward 
and  forward,   and  that  our  feet  may  be  strong  to  oarry  us  in 
the  path  we  desire  to  travel. 

Uowevor,   lest  we  forget,  we  gather   up  from  our   perusal 
of  tills  subject  a  few  main  thoughts  to  oarry  with  us.      We  iiave 
been  viewing  a  strange  people, -a  peculiar   people  In  religious 
view,-  yet,   withal,   a  slxicere,   honest,   upright   people,    oou- 
scientlous  toward  God  and   toward  man.     We  have  met  a  people  who 
are   convinced   from  their  study  of  the  Bible  v<opheoies  that  the 
history  of  t/ie  eartu   In  1  ts  present   condition  of  sin  and  wretch- 
edness is   about  to   close  and   give  plaoe  to   a  dbvs  kingdom,   in 
which  CrOd  himself  will  be  the   Xing,  and  in  wt;ich   sin  can  not 
exist,     seventh  Day   Adventista  believe  thc^t  it   is  their 
Christian  duty  to   make  tills   fact  known  to  the  wiiole  world,   - 
in  fact,  tha^  they  are  under   a  special  oommisuion   from  the   Father 
to  do   so.     ?or  this  reason  their   time,  their  i^oney,   their   talent, 
their  all,   is  devoted  to  the  accomplishment   of  the  iieaven-ap- 
polnted  work. 


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Intim  ^A 


0-5"*T    (. 


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ttkiiBi 


9<S 


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•<jry- 


Ih  In.  or  dor  that  their  ohlldzen  may  be  given  careful 

Instzuotlon  fox  the  task  before  taea,   a  new  system  of  schools 
has  been  ostablished.     ii^eventh  ])ny  Adventlstc   do  not  feel 
that  thair   olxildren  are   by  nature  different  from  other*,  but 
do  feel  that  training  will  make  thasDi   so.     It   in  confidently 
hoped  that  the  training  given  will  produce  the  higiiest  type 
of  physical,  mental,  and  spiritual  men  und  v.'Oiaen,    -  men  and 
V  omen  who  will  be  true   to    God,  to   their   nation,  and   to   their 
fellow  men  everywhere. 

Time  is  considered  of  great  value,  and  for  that 
reason  the  work  of  the  curriculum  is  correlated  and  alter- 
aated  to  a  degree  not   usual  in  school  work,     a  rnpldly  grow- 
ing work  and  a  shortage     of  teachers  makes  this  plan  necessary* 
Bible  and  latural   science  are   strongly  stressed  in  elemc  ntary 
grades,  thus  maicing  the    content  of  work  gret  ter   in  aiaount  trian 
for  corresponding   grades  of  f>ublic  so  ools.     T'lis   aniount  of 
work  is  carried  successfully,  and   confirms  our  belief  the  $ 
much  time  has  previously  been  wasted  in  element t^ry  grades.     2he 
aim  in  all  schools  today  is  to   give  only  tjiose  thingu  that   are 
essential.     Educators  differ   in  opinion  on  this  point;  but   in 
time   educatio^iul  and  mental  touts  will  have  settled  the    ques- 
tion.     Seventh  ]}ay  Advent iuts  have  done    some  honest  thinking 
along  the   lino  of  essentials  in  elementary  eduoi.tion  tmd  iiave 
reached  a  nuiaber    of  ooncluuions  tliat   are  b  dng  verified  by  the 
tests  and  ineaauremnnts. 


rrr  «?• 


r  sot  aoi^o0XifeiiJt 
li'ifEc    neecf  arwf 

<»!fc   Ob 
becrcri 


-film  fro. 


^^^ 


.<ii»j£i   6X4i;iV4«J' 


BTjiifc  P.   ol   hs:}'f<{r 


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01 


to   xBdaxfa  a  I 


-260- 


Hothods  of  instrixstlQQ   do   noct   show  as  mush  vuzianot 
from  thos «  of  public   echoola  ao  is   ah  own  in  content  of  subject 
matter.      In  subject  matter   fiction  and  error   (that  which  is 
not  in  accord  with  tiie  Bible  toaot.ing)   are  eliminated  so  far 
as  it  is  possible   to  do  so .     Certain  standard  public  school 
text  books  are  used;   but  a  number   of  denominational  booics 
hare  been  produced,   notably  tue    series  of  Bible   Litudy  books 
by  Mrs.   lioKibben,      the   True   education   series   of  litiaders,  the 
Friiaary   bpellor,   und  the  liature  ;itudy  series.     Many  outlines 
hare  been  prepared  und  syllabi  written  to  direct  the   elementary 
teacher  n  yen  public  soJiool  books  are  used. 

:ievdntn  Day  Adventisttj  believe   liu.t  the   human  body 
la  meant  to  bo   the   dwelling  place  of  the  Holy  Ghost,  end    tuat 
in  order    to   invite   its  presence  the   body  must    be  kept   pure  and 
clean  and  strong.     Much  atte  xit  ion,    therefore,   is  given   to  the 
physical  needs  and    OfxZQ  of  the    body.      This  accounts  fox    the 
prominence   in  tiie   curriculum  of  the    >;tudy  of  hygiene,   including 
dietetics  and  simple   trtxitments  for   ooiiimon  ailments.     OMer 
students  are  tuu^^ht   some    trade  or    useful  occupation  in  order 
that  they  may  be  contributory  economic  factors  of  the    social 
group. 

The  work  in  foreign  countries  is  patterned,   in  so 
far  as  it  is  practicable,   after  the   work  in  America,     lieventh 
Day  Adventists  believe  that  their  system  of  education  is 
divinely  given  and   that  the  penurnl  principles  will  work  in 
one  country  as  well  as  in  another*     Hesults  obtained  thus 


t        -•■'■!   rx.'.l 


diiui  i-^MU   -.^  dCiUO;! 


-« 


90aB£l 


-L!61- 


t&i  In  the   oxperlmoiit  give  no  zoom  fox  doubt  on  tiiis  point, 
^eranth  Day  Adventist  young  people  are  much  In  dera£.nd  fox 
positions  of  rosponaibility  because  they  axe  puided  by 
piinciple  lathex  than  by  emotion, 

Wliat  the   future  results  of  t:Aa  new  educational 
ezpeximent  will  be  axe  not  positively  known.     Mistakes 
have  been  made  and  ooxxeeted;   other  mistukes  no  doubt  will 
be  ciade.      Seventh  Day  Adventiets  hi  e   sincerely  desixous   of 
the  vexy  beot  possible  fox   thelx  childxen  in  the  mattex  of 
education.      They  axe  encouxaged  by  pzoijent  attninments,    and 
axe  pxessing  foxward  eaxnestly,    sealously,   foarlessly,  and 
are  looking  to  their  Heavenly  Father   for  guidance,     jj'inal 
results  will  be  appraised  by  His  merciful  Judgment. 


i.  JOtte 


«J 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


2  1952 


§mmm  mmm 


LD  21-95m-ll,'50 (2877816)476 


SS537$ 

UNIVERSITY  OF  CALIFORNIA  LIBRARY 


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